ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing International Graduate Students&apos; Written and Oral Communication: A Discussion of Their Perceived Needs and Pedagogical Recommendations
Author: Butler, Brenna M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Written Language,Oral Language,Foreign Students,English for Academic Purposes,Teaching Methods,Second Language Learning,Second Language Instruction,Teacher Student Relationship,Peer Relationship,College Faculty,Needs Assessment,Educational Change,Grants,State Universities,Student Attitudes,Barriers,Writing Skills,Student Needs,Likert Scales,English (Second Language)

Competency in written and oral communication is viewed as important for graduate students to be competitive in academic and non-academic careers; however, writing and speaking support provided by graduate institutions is often limited. International graduate students (IGSs) in particular face challenges in disciplinary communication and research collaboration. To investigate the challenges IGSs face and inform pedagogical changes, a needs assessment was conduced at a large U.S. public institution. An anonymous online survey designed to measure IGSs' perceptions of their current written and oral communication abilities, needs, and behaviors revealed that activities involving partnership with faculty or peers, such as grant writing, were particularly challenging to IGSs. We argue that collaboration with other graduate students and faculty plays a key role in advancing the skill sets of IGSs, and we provide several suggestions to graduate instructors and program coordinators on how to encourage IGSs' participation in such activities.
Examining the Use of Game-Based Assessments for Hiring Autistic Job Seekers
Author: Willis, Colin
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Job Applicants,Personnel Selection,Evaluation Methods,Cognitive Ability,College Graduates,Diversity,Inclusion,Measurement Techniques,Scores,Individual Characteristics,Video Games,Short Term Memory,Visual Perception,Spatial Ability,Mathematics

Although people with autism are protected under the Americans with Disabilities Act of 1990, there is little theoretical or practical effort to determine whether traditional pre-employment assessments unfairly impact autistic job seekers. Due to the lack of emphasis on social communication, game-based assessments (GBAs) may offer a way of assessing candidate ability without disadvantaging autistic candidates. A total of 263 autistic job seekers took one of two game-based assessment packages designed to measure cognitive ability. After comparing their results to 323 college-graduate job seekers in the general population, we found that performance on the GBAs was generally similar in both populations, although some small differences were detected. Implications for hiring decisions are discussed.
Establishing and Sustaining a Community of Practice
Author: Brinton, Donna M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Second Language Learning,Second Language Instruction,English (Second Language),Public Agencies,Second Language Programs,Language Teachers,Faculty Development,Educational Needs,Mentors,Peer Relationship,Foreign Countries,Teacher Educators,Graduate Students,Masters Programs,Teacher Education Programs

Communities of practice have taken a firm foothold in the second language teaching profession due to their promise of enabling participants to self determine their professional development needs and, through peer mentoring, achieve their goals. This article provides a rationale as to why the model is particularly well suited to teacher professional development along with guidelines for establishing and sustaining the community. This process is illustrated via several examples: (1) a large-scale, multinational community of practice established in the Lower Mekong region of Southeast Asia and funded by the U.S. Department of State's Office of English Language Programs; and (2) two teacher-created local outgrowths of this community established in Siem Reap and Phnom Penh, Cambodia.
The Precipitous Decline in Reasoning and Other Key Abilities with Age and Its Implications for Federal Judges
Author: Kaufman, Alan S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Judges,Federal Government,Aging (Individuals),Decision Making,Knowledge Level,Models,Cognitive Processes,Intelligence Quotient,Test Construction,Item Response Theory,Computer Assisted Testing,Intelligence Tests,Test Validity,Test Reliability,Competence,Risk,Cognitive Ability,Adults,Short Term Memory

U.S. Supreme Court justices and other federal judges are, effectively, appointed for life, with no built-in check on their cognitive functioning as they approach old age. There is about a century of research on aging and intelligence that shows the vulnerability of processing speed, fluid reasoning, visual-spatial processing, and working memory to normal aging for men and women at all levels of education; even the maintained ability of crystallized knowledge declines in old age. The vulnerable abilities impact a person's decision-making and problem solving; crystallized knowledge, by contrast, measures a person's general knowledge. The aging-IQ data provide a rationale for assessing the key cognitive abilities of anyone who is appointed to the federal judiciary. Theories of multiple cognitive abilities and processes, most notably the Cattell-Horn-Carroll (CHC) model, provide a well-researched blueprint for interpreting the plethora of findings from studies of IQ and aging. Sophisticated technical advances in test construction, especially in item-response theory and computerized-adaptive testing, allow for the development of reliable and valid theory-based tests of cognitive functioning. Such assessments promise to be a potentially useful tool for evaluating federal judges to assess the impact of aging on their ability to perform at a level their positions deserve, perhaps to measure their competency to serve the public intelligently. It is proposed that public funding be made available to appoint a panel of experts to develop and validate an array of computerized cognitive tests to identify those justices who are at risk of cognitive impairment.
The Relation of Scientific Creativity and Evaluation of Scientific Impact to Scientific Reasoning and General Intelligence
Author: Sternberg, Robert J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence,Science Process Skills,Creativity,Creative Thinking,College Students,Scores,College Entrance Examinations,Intelligence Tests,STEM Education,Student Evaluation,Cognitive Tests,Cognitive Ability

In many nations, grades and standardized test scores are used to select students for programs of scientific study. We suggest that the skills that these assessments measure are related to success in science, but only peripherally in comparison with two other skills, scientific creativity and recognition of scientific impact. In three studies, we investigated the roles of scientific creativity and recognition of scientific impact on scientific thinking. The three studies described here together involved 219 students at a selective university in the Northeast U.S. Participants received assessments of scientific creativity and recognition of scientific impact as well as a variety of previously used assessments measuring scientific reasoning (generating alternative hypotheses, generating experiments, drawing conclusions) and the fluid aspect of general intelligence (letter sets, number series). They also provided scores from either or both of two college-admissions tests--the SAT and the ACT--as well as demographic information. Our goal was to determine whether the new tests of scientific impact and scientific creativity correlated and factored with the tests of scientific reasoning, fluid intelligence, both, or neither. We found that our new measures tapped into aspects of scientific reasoning as we previously have studied it, although the factorial composition of the test on recognition of scientific impact is less clear than that of the test of scientific creativity. We also found that participants rated high-impact studies as more scientifically rigorous and practically useful than low-impact studies, but also generally as less creative, probably because their titles/abstracts were seemingly less novel for our participants. Replicated findings across studies included the correlation of Letter Sets with Number Series (both measures of fluid intelligence) and the correlation of Scientific Creativity with Scientific Reasoning.
An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample
Author: Völker, Juliane
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Intelligence Tests,Knowledge Level,Verbal Ability,Vocabulary Development,Semantics,Cognitive Ability,Workplace Learning,Personality Traits,College Students,Foreign Countries,Gender Differences,Age Differences,Self Management

This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.
Racial and Ethnic Diversity in Higher Education: White Privileged Resistance and Implications for Leadership
Author: Sawyer, Lidyvez
Date: 2021-03-29
Type: Journal Articles
Subjects: Diversity,Race,Ethnicity,Resistance (Psychology),Leadership,Racial Bias,Racial Discrimination,Equal Education,Higher Education

Extrapolating history is crucial to mitigating the current underpinnings of racial and ethnic inequities in higher education; however, to establish sustainable change, one must consider its fundamental origin. The inception of 15th-century white settler colonialism is at the epicenter of modern-day racial discrimination and the normalcy of oppressive practices in the United States' education system (US) of America. To understand white settler colonialism and its denigrating manifestations is to understand the dynamics between those in power and those who are subjugated. America's white settler colonialism's horrific ideology is insidiously depicted through &quot;torture,&quot; &quot;persecution,&quot; &quot;brutality,&quot; &quot;plunder,&quot; and &quot;pillage&quot; (Traore, 2004). This ideology is the foundation that breeds our society's racial and ethnic hierarchy, including in higher education. Racial discrimination in higher education creates a partisan, culturally divided learning environment, frequently normalized in academic leadership. The purpose of this paper is three-fold: (1) to examine normalized whiteness in higher education; (2) to examine how mere talk about diversity and inclusion inhibits disruption in power to transforming modern-day consciousness of inequities, discrimination, and racism; and (3) discuss action steps to promote leadership among black and brown raced individuals in higher education.
Leading at the Crossroads: Understanding How Identity Influences Presidential Communication for Black Community College Presidents
Author: McNaughtan, Jon
Date: 2021-03-29
Type: Journal Articles
Subjects: Community Colleges,College Presidents,Professional Identity,Black Colleges,Racial Identification,Organizational Communication,Interpersonal Communication,Individual Characteristics,Communication Strategies,Social Justice,Administrator Responsibility,Racial Bias,Fatigue (Biology),Administrator Attitudes,Leadership Styles,African American Leadership,Coping

Research on leadership is historically biased, with little consideration for different experiences of leaders of color. In this study, we applied the integrated race and leadership framework (Ospina &amp; Foldy, 2009) and utilized a case study approach focused on the context of institutional communication to analyze the experiences of six Black community college presidents. The study was guided by the overarching question of how racial identity guided what and how presidents communicated. Our findings indicate that these presidents of color viewed their communication through a social justice lens, while also recognizing their responsibility to the institution. Five themes were identified that highlight the strategies and approaches these presidents take when communicating to their campus, including: (1) a consciousness of who is listening; (2) a sense of racial battle fatigue; (3) a focus on local impact; (4) connection and support from the community; and (5) the skill of racial and social adaptation.
Motivational and Attitudinal Behaviors of Turkish EFL Learners at the Outset of the Preparatory Program at a State University: Socio-Educational Model Perspective
Author: Uysal, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Student Motivation,Student Behavior,College Students,Learning Strategies,Interaction,Life Style,Interpersonal Communication

This study aims to define the motivational and attitudinal features of EFL learners at the outset of the preparatory program from the Socio-Educational Model perspective. Research was conducted via exploratory mixed methods design. First, the quantitative data of the study were obtained via a questionnaire in Turkish, including 19 five-point Likert scale items taken from Pulat (2010) who adapted Gardner's (1985) motivation and attitude test battery to an identical EFL context. During the second week of the academic year 2019-2020, 182 EFL students at the School of Foreign Languages at a state university in Turkey participated in this quantitative study. For the qualitative data, nine students selected by a process of purposeful sampling were addressed four open-ended questions in Turkish about what they do to improve their English, their opinions on the importance of learning English, how they interact with English-speaking people, and their lifestyle. Results revealed that learners' instrumental motivation outweighed their integrative motivation and that students lacked regular interactions with target community people.
Representation of Peace Value in Indonesian ELT Textbook: Critical Discourse Analysis
Author: Turnip, Cicilia Meirawati
Date: 2021-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,National Curriculum,Secondary School Curriculum,High School Students,Grade 12,Peace,Social Values,Self Concept,Conservation (Environment),Values Education,Textbooks,Textbook Content,Cultural Awareness,Foreign Countries

A textbook can be a medium to convey values, while teachers and learners enact as the values-carrying agents. This present study aims to investigate peace value in the national ELT textbook which was approved by Indonesian Ministry of Educational and Culture entitled &quot;Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas XII&quot; [English for Senior High School Grade XII]. Findings show that there are three basic sources of peace value such as inner peace (building learner's self-concept), social peace (tolerance with differences), and peace with nature (take care of the environment). This critical discourse analysis study indicates that social practice can be identified through language. Thus, it will contribute to both students and teachers in order to be aware as value agents in the ELT textbook.
The Effectiveness of Using Learn Social Online Platform toward Speaking Skills of English Literature 2018 Students of Universitas Sumatera Utara
Author: Rahayu, Sri Dewi
Date: 2021-10-00
Type: Journal Articles
Subjects: English Literature,Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Speech Communication,Social Media,Teaching Methods,Student Attitudes,Computer Assisted Instruction,Instructional Effectiveness,Foreign Countries

This study focuses on the effectiveness of the Learn Social online platform on the speaking skills of English Literature 2018 students of University of Sumatera Utara. The purpose of this research is to know if the Learn Social online platform is effective in improving the speaking skills of students of English Literature 2018, at the University of Sumatera Utara. The method used in this research is a qualitative descriptive method and the indicators used in determining the effectiveness are those proposed by Slavin (2000). The results of this study indicate that three of four indicators of the Learn Social online platform are effective on students' speaking skills, except the indicator of instruction is not yet effective. This can be seen through the results of the questionnaires that were distributed to respondents, English Literature 2018 students, University of Sumatera Utara. Four indicators are instruction (not effective), the appropriate level of instruction (effective), incentive (effective), and time (effective).
The Progress a Pre-Service English Language Teacher Made in Her Feedback Giving Practices in Distance Teaching Practicum
Author: Kosar, Gülten
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Instruction,Feedback (Response),Distance Education,COVID-19,Pandemics,Electronic Learning,Practicums,Secondary Education,Instructional Effectiveness,Skill Development,Attitude Change,Public Colleges,Foreign Countries

As a result of the COVID-19 pandemic, teaching practicum has been conducted in online learning settings in Turkey, which, in return, has made pre-service English language teachers do their practicums online. The lack of research into the effect of distance teaching practicum on pre-service English language teachers' practices of giving feedback prompted the researcher to carry out this research. This instrumental case study aims to investigate the changes in a pre-service English language teacher's feedback giving practices in the English lessons she taught in the distance teaching practicum and her views about how the distance teaching practicum affected her skills of providing feedback. The results obtained from the analysis of the data collected from the researcher's notes on the pre-service English language teacher's provision of feedback in the four online lessons she taught, post-lesson telephone interviews and end-of-study semi-structured interview indicated her teaching experiences helped her make a considerable progress in her skills in giving effective feedback. The findings pointed to the significance of distance teaching practicum in developing preservice English language teachers' feedback giving practices.
Using the 16PF to Test the Differentiation of Personality by Intelligence Hypothesis
Author: Schermer, Julie Aitken
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Measures,Personality Traits,Intelligence,Individual Differences,Correlation,Job Applicants,Foreign Countries,Personality Assessment,Questionnaires,Aptitude Tests,Factor Structure,Factor Analysis

The differentiation of personality by intelligence hypothesis suggests that there will be greater individual differences in personality traits for those individuals who are more intelligent. Conversely, less intelligent individuals will be more similar to each other in their personality traits. The hypothesis was tested with a large sample of managerial job candidates who completed an omnibus personality measure with 16 scales and five intelligence measures (used to generate an intelligence &quot;g&quot;-factor). Based on the &quot;g&quot;-factor composite, the sample was split using the median to conduct factor analyses within each half. A five-factor model was tested for both the lower and higher intelligence halves and were found to have configural invariance but not metric or scalar invariance. In general, the results provide little support for the differentiation hypothesis as there was no clear and consistent pattern of lower inter-scale correlations for the more intelligent individuals.
Correlates of Self-Estimated Intelligence
Author: Furnham, Adrian
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Intelligence,Correlation,Self Concept,Gender Differences,Physical Health,Interpersonal Attraction,Regression (Statistics),Emotional Intelligence

This paper reports two studies examining correlates of self-estimated intelligence (SEI). In the first, 517 participants completed a measure of SEI as well as self-estimated emotional intelligence (SEEQ), physical attractiveness, health, and other ratings. Males rated their IQ higher (74.12 vs. 71.55) but EQ lower (68.22 vs. 71.81) than females but there were no differences in their ratings of physical health in Study 1. Correlations showed for all participants that the higher they rated their IQ, the higher their ratings of EQ, attractiveness, and health. A regression of self-estimated intelligence onto three demographic, three self-ratings and three beliefs factors accounted for 30% of the variance. Religious, educated males who did not believe in alternative medicine gave higher SEI scores. The second study partly replicated the first, with an N = 475. Again, males rated their IQ higher (106.88 vs. 100.71) than females, but no difference was found for EQ (103.16 vs. 103.74). Males rated both their attractiveness (54.79 vs. 49.81) and health (61.24 vs. 55.49) higher than females. An objective test-based cognitive ability and SEI were correlated r = 0.30. Correlations showed, as in Study 1, positive relationships between all self-ratings. A regression showed the strongest correlates of SEI were IQ, sex and positive self-ratings. Implications and limitations are noted.
Why Intelligence Is Missing from American Education Policy and Practice, and What Can Be Done about It
Author: Maranto, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence,Educational Policy,Educational Practices,Educational History,Educational Theories,Cognitive Ability,Elementary Secondary Education,Individual Differences,Evidence Based Practice,Instructional Leadership,Educational Research,Adoption (Ideas)

To understand why education as a field has not incorporated intelligence, we must consider the field's history and culture. Accordingly, in this cross-disciplinary collaboration between a political scientist who studies institutions and a psychologist who studies intelligence, we outline how the roots of contemporary American Educational Leadership as a field determine its contemporary avoidance of the concept of intelligence. Rooted in early 20th century progressivism and scientific management, Educational Leadership theory envisions professionally run schools as &quot;Taylorist&quot; factories with teaching and leadership largely standardized, prioritizing compliance over cognitive ability among educators. Further, the roots of modern education theory do not see the intelligence of students as largely malleable. Hence, prioritizing intelligence is viewed as elitist. For more than a century, these assumptions have impacted recruitment into education as a profession. We conclude with ideas about how to bring intelligence into mainstream schooling, within the existing K-12 education institutional context. We believe that better integration of intelligence and broader individual differences research in education policy and practice would lead to more rapid advances to finding evidence based solutions to help children.