ethanporcaro/eric-fulltext-meta huggingface dataset:
Racial Microaggressions: Stories of Black Candidates in a Teacher Preparation Program at a Predominately White Institution
Author: Thomas, Kevin M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Racial Bias,Preservice Teachers,Preservice Teacher Education,African American Students,College Students,Student Attitudes,Student Experience,Racial Relations,Minority Group Students,Conflict,Peer Relationship,White Students

This qualitative study examined the perspectives and experiences of ten Black students at a predominantly White institution in order to understand if they were recipients of microaggressions, what impact microaggressions had on them, and how they coped with the microaggressions. Findings indicate that all but one of the participants experienced microaggressions that were perpetrated by peers, professors, and/or institutional cultures, with microinsults and microinvalidations being most frequent and microassaults less prevalent. Relationships with mentors, peers, and community organizations supported students and countered the experience of microaggressions. While participants rejected the role of spokesperson as it perpetuated their lack of individuality, they acknowledged the challenge of talking about race as the only Black student in a class. Findings highlight the need to develop and utilize civil discourse to stem the prevalence of microaggressions experienced by Black candidates in teacher preparation programs.
A Multicultural Approach to Digital Information Literacy Skills Evaluation in an Israeli College
Author: Pieterse, Efrat
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Literacy,Cultural Pluralism,Multilingualism,Semitic Languages,Native Speakers,Language Proficiency,Internet,Family Environment,Foreign Countries,Self Evaluation (Individuals),College Freshmen,Technological Literacy,Computer Literacy,Teaching Methods

Information literacy is an essential proficiency for success in academic studies, yet many first-year students find it hard to use information sources efficiently and to develop academic information literacy. This study reports findings from first-year students' self-estimation of their information skills according to two information literacy models (Shapiro &amp; Hughes, 1996; Ng, 2012) and presents interesting insights on the differences between the multicultural and multilingual student groups in the study's population. The researchers found that Hebrew-native speaking students preferred digital sources while Hebrew as second language (Arabic-speaking) students preferred printed sources, and both groups ranked their technological and information literacy skills as above average. The study supports previous research on Arabic-speaking students' need for more mediation in the dimensions of information literacy examined compared to Hebrew-speaking students, despite no significant difference in access to the internet at home and self-assessment of their general computing skills.
Engendering Social Justice in First Year Information Literacy Classes
Author: Pegues, Conrad R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Justice,Information Literacy,Social Media,Library Skills,College Freshmen,Freedom of Speech,Race,Research Skills

Information literacy classes are becoming common on college campuses to help first year students learn information search skills necessary for higher education. Free speech debates on some college campuses have bred a level of student activism not seen since the 1960s. Academic librarians can play a key role to educate students in First Year Information Literacy (FYIL) classes with a social justice context inclusive of race, gender and free speech.
Everything Online Is a Website: Information Format Confusion in Student Citation Behaviors
Author: Greer, Katie
Date: 2018-00-00
Type: Journal Articles
Subjects: Citations (References),Internet,Information Literacy,Information Sources,Undergraduate Students,Books,Electronic Publishing,Journal Articles,Error Patterns

The ability to effectively cite information sources is key to both student avoidance of plagiarism and the ongoing scholarly conversation. Previous research and experience indicated that students had significant trouble distinguishing and citing various information formats when viewed online; items are often cited as websites, and citations are incomplete or contain erroneous and extraneous information. The authors investigated the prevalence of these problems at their university, seeking out common patterns in the data to determine what, if any, information literacy objectives may be useful for future studies and instructional practice.
Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design
Author: Wishkoski, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Librarians,Assignments,Instructional Design,Interdisciplinary Approach,College Faculty,Teacher Workshops,Information Literacy,Academic Libraries,Librarian Teacher Cooperation

Assignment design provides a potential niche for librarians to fill in improving research assignments and in providing opportunities for interdisciplinary collaboration on teaching, but this can be difficult work to claim as librarians. In the 2016-2017 academic year, a team of three librarians at Utah State University, a mid-size research university, piloted an assignment design workshop for faculty. Based on a model developed by the National Institute for Learning Outcomes Assessment (NILOA), our workshop's core component was a structured, librarian-facilitated small group discussion among three to four faculty members from a range of academic departments. Interdisciplinary conversation about teaching research skills thrived in these discussions (called &quot;charrettes&quot;), with librarians uniquely positioned to encourage knowledge sharing in service of student learning and success. This article presents three iterations of our workshops as a case study in information literacy intervention outside traditional classroom instruction sessions, extending and redefining the role of the academic librarian as a partner in teaching and learning.
Navigating Roadblocks: First-Year Writing Challenges through the Lens of the ACRL &quot;Framework&quot;
Author: Insua, Glenda M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Information Literacy,Student Research,Freshman Composition,Student Attitudes,Barriers,Academic Discourse,Learning Strategies,Student Experience,Academic Libraries,Intellectual Disciplines

Effectively integrating the ACRL &quot;Framework for Information Literacy&quot; into existing instructional models requires that librarians first understand the host of challenges that many first-year students encounter when conducting research for the first time. This study employs qualitative analysis of semi-structured student interviews to explore how students conceive of and pursue the research process, and how they try to mitigate--and in some cases surmount--the roadblocks they encounter. Although students reported several difficulties, three main roadblocks arose: challenges with understanding academic articles, challenges with the topic/theme of the course, and challenges with navigating the physical space of the library. The findings demonstrate how students employ a variety of strategies to overcome these obstacles. The authors engage with the scholarship on information literacy and the &quot;Framework,&quot; which elucidates how honoring the affective domain of learning in designing instruction could steer students towards more successful research strategies.
Is It Possible to Enhance the Creative Thinking Skills of EFL Learners through Training?
Author: Gursoy, Esim
Date: 2018-12-00
Type: Journal Articles
Subjects: Creative Thinking,Creativity,Second Language Learning,Second Language Instruction,Auditory Stimuli,Visual Stimuli,Teaching Methods,Secondary School Students,English (Second Language),Pretests Posttests,Scores,Evaluators,Student Evaluation,Language Tests,Program Effectiveness

In the light of continuous change of global perspectives, current educational contexts have been evolving to cover the necessary 21st century skills that the individuals must acquire. Two of the 4Cs (creativity, critical thinking, collaboration and communication) of the 21st century educational trends; creativity and creative thinking are the key characteristics of the learners. Considering as one of the requirements of the global communication, knowing and learning a foreign language should keep up with the current improvements in the field of education. Language learners should think critically and creatively in order to communicate with people to enhance the global collaboration. The purpose of this study is to enhance students' creative thinking skills through appropriate training and to understand the effectiveness of the stimuli type--visual or audio. A pre-experimental research design was chosen for the implementation of the training program. Two different groups--visual and audio--were given either visual or audio stimuli at the beginning of creative thinking tasks. 12 participants were chosen via convenience sampling for each group and the ages of the learners are between 12-13. The training continued for 6 weeks and the participants took 3 hours of training were week. Each training session covered creative thinking tasks which were adapted or designed for the development of creative thinking skills--fluency, flexibility, originality and elaboration. A task-based pretest was implemented before the treatment and the students' creative thinking skills were measured through figural, written and oral tests and the post-test was implemented to check the effectiveness of the training program. The results were scored by two different raters and the scores were analyzed through SPSS program. The results indicate that the creative thinking capacity of both groups has improved however the visual group students have higher creative thinking after the completion of the training program. This study suggests that although regarded as a higher level of reasoning, creative thinking can be enhanced to some extent among the secondary school learners of English and it should be a part of EFL curriculum as an essential learning skill. An earlier version of this article was presented in the 5th NTELT Istanbul Conference on March 30, 2018.
Perceptions and Linguistic Actions of Bilingual Speakers of Turkish and English: An Explanatory Study
Author: Gursoy, Esim
Date: 2018-12-00
Type: Journal Articles
Subjects: Bilingualism,Turkish,English (Second Language),Second Language Learning,Intonation,Suprasegmentals,Self Concept,Biculturalism,Language Usage

Due to the globalized world, sixty percent of world's population is bilingual today. Such a population calls for the need to understand bilinguals from a holistic perspective since it is likely that we are surrounded by bilinguals and we are raising bilingual children. Therefore, this study investigates bilingualism from five different dimensions; their perception of bilingualism and languages as Turkish and English, prosodic features in these two languages, sense of self, biculturalism and their language choice to get an overview about bilingual speakers of Turkish and English by adopting a qualitative design. Moreover, this study is one of the few studies involving bilinguals of Turkish and English. The data was collected from 29 bilinguals through an open-ended questionnaire. In data analysis, participants were divided into two main groups as early and late bilinguals; the origins of the bilinguals were also taken into account. Bilinguals' responses were examined by using inductive data analysis. The results show that bilingual speakers have a unique profile and they make their decisions depending on the context, culture, self-perception and sense of self. Each bilingual is found to be idiosyncratic with linguistic and non-linguistic behaviour he/she displays.
Simplification Strategies in the Production of English Word-Final Obstruent Clusters by Iraqi EFL College Students from a Markedness Theory Perspective
Author: Ahmed al-Charrakh, Zainab S.
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,College Students,Foreign Countries,Phonology,Native Language,Semitic Languages,Language Tests,Word Lists,Sentence Structure,Phonemes,Pronunciation

This study investigates the phonotactics of English obstruent clusters in the word-final position from a markedness theory perspective among Iraqi EFL College Students whose native language, Arabic, prefers only two-member word-final obstruent cluster as a maximum. The markedness of clusters is measured depending on Iraqi EFL College Students' utilization of the simplification strategies. This study tries to answer whether or not word-final obstruent clusters are marked or unmarked for Iraqi EFL College Students, and whether or not the markedness of the obstruent cluster increases as to its length. In order to answer these questions, a test has been distributed among 60 Iraqi EFL Fourth-Year College students, Department of English, College of ArtsUniversity of Baghdad for the academic year 2017-2018 involving a list of words and sentences containing word-final obstruent clusters. The study concludes that word-final obstruent clusters are marked due to the fact that the obstruents are universally marked in the coda. The fourmember obstruent clusters are more marked than the three-member obstruent clusters which are in turn more marked than the two-member obstruent clusters.
Validation of &apos;Self-Perception of ESL Learners&apos; Listening Comprehension Problems and Metacognitive Listening Strategy Use&apos; Questionnaire
Author: Sadatmir, Seyedehsima
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Metacognition,Listening Comprehension,Questionnaires,Student Attitudes,Item Analysis,Validity,Specialists

According to the literature, listening comprehension problems mostly relate to the shortage of learners' metacognition in listening. Through reviewing the developed instruments on listening comprehension problems and metacognitive listening strategy use, some shortcomings can be detected in available instruments. This paper adapts the previous instruments and seeks to explore their shortcomings by adding supplementary sections and items to them. It also aims to validate the new instrument. The adapted questionnaires are Listening Comprehension Problems Questionnaire (LCPQ) and Metacognitive Listening Strategy Questionnaire (MLSQ). The adapted instrument is validated by a panel of experts (n= 3) and a Field- Test (n= 28). The changes are presented in this paper. Results show 9 items of LCPQ and 6 items of MLSQ have been revised by the experts. The modified questionnaires were tested for their internal reliability and the Cronbach's alpha values were greater than 0.7. According to the Field- Test's results, 2 items are added to LCPQ and 1 item is added to MLSQ. Moreover, 1 item of LCPQ and 1 item of MLSQ are changed by applying participant's comments. The developed instrument named 'Self- perception of LCP (Listening Comprehension Problems) and MLSU (Metacognitive Listening Strategy Use)' is predicted to be effective for researchers who are concerned with the same area in different contexts. The new instrument will help researchers to identify the perceived metacognitive listening strategy use and listening comprehension problems among ESL/EFL learners with different listening comprehension abilities. Future surveys would validate the effectiveness of the current instrument.
The Value of Experiential Learning: A Case Study with an Interdisciplinary Study Abroad Course
Author: Prestholdt, Tara
Date: 2018-12-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Study Abroad,Experiential Learning,Nonmajors,Learning Processes,Concept Formation,Evolution,Ethology,Ecology,Science Education,Biology,Majors (Students),Pretests Posttests,Undergraduate Students,Foreign Countries,Outcomes of Education,Science Tests

Experiential learning provides students the time and space to participate in the process of learning by engaging in real, modern situations. Via hands on activities and reflection, students are able to assimilate new experiences with previous ones, and it has been repeatedly shown to improve student learning. We assessed how ten days of experiential learning in Tanzania, Africa affected student understanding and retainment of fundamental concepts in evolution, ecology, and ethology. We assessed 25 college students (n = 12 biology majors, n = 13 non-biology majors) with a pre- and post-test. The pre-test was announced to the students and given before travel, and a nearly identical post-test was unannounced and given four weeks after travel. Non-biology majors performed at least ~15-30% higher on their post-exam compared to their pre-exam, and biology majors performed 5-10% higher on their post-exam compared to their pre-exam. The success of our interdisciplinary course can partially be attributed to experiential learning, and our results suggest that experiential learning has a particular value to non-majors.
Measuring Student Learning Gains in Independent Research Experiences in the Sciences through Reflective Practice and ePortfolios
Author: Picardo, Kristin
Date: 2018-12-00
Type: Journal Articles
Subjects: Student Research,Achievement Gains,Reflection,Portfolios (Background Materials),Undergraduate Students,Scientific Research,Biology,Chemistry,Summer Programs,College Science,Student Attitudes

Undergraduate scientific research experiences provide students unscripted, active learning opportunities where the students take the lead in inquiry, problem solving, and analysis. Biology and chemistry majors at St. John Fisher College participate in a competitive 10-week summer research experience mentored by a faculty member. Evaluation of the program began in 2016 with a final reflection at the end of the experience being required of students in this cohort. In 2017, students were guided through three prompted reflection exercises and then utilized an ePortfolio to house their reflections and key components of their research experience. Students in both cohorts were required to complete both the Preflection and SURE III nationally-vetted surveys designed to measure self-reported learning gains in independent research by Professor Lopatto at Grinnell College. In 2016, students rated their learning gains on the SURE III survey lower than those students who participated in the survey at other colleges and universities across the country. In 2017, the cohort that completed the reflections and ePortfolios, reported their learning gains on par with students nationally. The coding of student reflections and SURE III survey data taken together show synergy and agreement pointing to areas of focus for program improvement moving forward.
A Game-Based Approach to Teaching Concepts of Infectious Disease
Author: de Ondarza, José
Date: 2018-12-00
Type: Journal Articles
Subjects: Communicable Diseases,Educational Games,Concept Teaching,Microbiology,Science Instruction,College Science,Active Learning,Class Activities,Student Evaluation

With over 1,400 known disease-causing organisms in humans alone, and hundreds of named infections, the realm of Medical Microbiology is both fascinating and intimidating. The wealth of information covered in this subject area often demands much memorization that can be difficult to handle. By integrating key concepts and terminology of this subject into a disease-based game concept, student interest and engagement in class as well as retention of information and performance on exams can be greatly improved, however. Here, I will introduce the elements of this game-based activity and several suggestions of how it can be integrated into the classroom to foster active learning as well as greater interaction and communication among students.
The Levels of English-Arabic Code-Mixing in Islamic Boarding School Students&apos; Daily Conversation
Author: Hanafiah, Ridwan
Date: 2018-12-00
Type: Journal Articles
Subjects: Bilingualism,Code Switching (Language),Islam,Boarding Schools,Religious Education,Semitic Languages,English (Second Language),Phrase Structure,Discourse Analysis,Communication Strategies,Foreign Countries,Interpersonal Communication

This study was aimed at discovering the levels of English-Arabic code-mixing in Islamic boarding school students' daily conversation. This study departs from code-mixing theory in sociolinguistics. Qualitative approach was utilized as the research design. The data were in the form of word, phrase, and clause taken from utterances obtained by recording the conversations of students. From the data analysis taken from 20 situations, there were 98 utterances of code mixing, which were used by students in their conversation at Islamic boarding school covering intra- and extra-sentential code -- mixing. The dominant occurrence is in word level totalling to 65 occurrences (66.4%), followed by clause level 13 occurrences (13.2%), phrase level 10 occurrences (10.2%), and sentence level 10 occurrences (10.2%). Therefore, the code -- mixing did exist in students' conversation. Even though the appearance of the code -- mixing in students' conversation was not really high but this needs to be re-examined the correct use of the code -- mixing in orther to avoid the misunderstanding and miscommunication among the students and with teachers.
Using Cancer Staging to Teach about Tissue Layers
Author: Lucin, Kurt M.
Date: 2018-12-00
Type: Journal Articles
Subjects: Cancer,Pathology,Hands on Science,Inquiry,Active Learning,Clinical Diagnosis,Science Instruction,College Science,Science Laboratories,Research Reports

Histological assessment of tissues is a critical component of diagnosing diseases and determining disease severity or stage. In order to fully appreciate tissue pathology, an understanding of healthy tissue layers is required. Students traditionally learn this information by memorizing different layers within healthy tissue. This is often a daunting task if not placed into a meaningful real-world context. Described here is a hands-on inquiry-based laboratory where students make a diagnosis based on their knowledge of tissue layers. Students are provided readily available preserved tissue from two patients. Students are unaware that one patient is normal while the other has bladder cancer. Students stain the tissues using a common histological technique and are responsible for providing a bladder cancer diagnosis with corresponding cancer stage. This activity not only provides real-world technical experience, but since cancer staging is determined by the tissue layers the tumor has infiltrated, it also reinforces the importance of knowing different tissue layers. Following their diagnosis, pathology reports are assembled using images from either a microscope or cell phone. Students then compare these results with professional pathology reports accompanying the tissue. This activity is well suited for health sciences, cancer biology, histology, or pathology classes.
Development, Interest, Self-Direction and the Teaching of Information Literacy
Author: Black, Steve
Date: 2018-00-00
Type: Journal Articles
Subjects: Information Literacy,Student Interests,Student Development,Intellectual Development,Moral Development,Independent Study,Theories,College Students,Library Instruction

Three theories from the disciplines college student development and educational psychology of particular relevance to teaching of information literacy are summarized: Perry's (1999) scheme of intellectual and moral development, Renninger's (2009) phases of interest development, and Grow's (1991) stages of self-directed learning. Each theory is described, then parallels among them are drawn, and finally the implications of these theories for the teaching of information literacy are discussed.