ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating an Effective Educational Environment for Adult Learners: A Qualitative, Multi-Case Study of Off-Campus Center Administrator&apos;s Use of Invitational Leadership
Author: McKnight, Carolyn P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Adult Students,Qualitative Research,Case Studies,Off Campus Facilities,Administrators,Leadership,Leadership Styles,Holistic Approach,Motivation,Colleges,Masters Programs,Semi Structured Interviews,Focus Groups,College Faculty,College Students,Supervisors,Stakeholders,Classification,Collaborative Writing,Psychological Patterns,Interpersonal Relationship,Observation,Responsibility,Positive Attitudes,Intention

This study was designed to examine off-campus centers and their administrators in creating an effective learning environment for adult learners using a new innovative leadership theory, invitational, which is a holistic approach that nurtures the belief everyone is intrinsically motivated and it is the leaders' responsibility to unleash their true potential (Purkey &amp; Siegel, 2003). Data analysis revealed three emerging themes: 1) Passionate Partnership, 2) Motivational Inspiration and 3) Organic Nous of Affinity. Implications of the study concluded preparatory programs should incorporate the aspects of optimism and intentionality as essential leadership characteristics when training leaders, and adult market-driven educational needs should drive programs and services offered at an off-campus center.
Children&apos;s Books for Building Character and Empathy
Author: Cain, Melissa A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Childrens Literature,Books,Values Education,Child Development,Emotional Development,Moral Development,Learning Activities,Story Reading,Reader Text Relationship,Learning Theories,Theory of Mind,Nonfiction,Empathy,Trust (Psychology),Responsibility,Persistence,Caring,Psychological Patterns,Intention,Disabilities,Figurative Language,Bullying,Interpersonal Competence,Cultural Awareness,Racial Attitudes,Racial Bias,Literary Genres,Personality Traits,Critical Literacy,Fiction,Fantasy,Poetry,Annotated Bibliographies

One focus of &quot;Invitational Theory and Practice&quot; is creating positive environments that summon each individual to &quot;develop intellectually, socially, physically, emotionally, and morally&quot; (Purkey &amp; Novak, 2008). Children's literature is a rich resource for teachers and parents to focus on emotional and moral development. This article provides background information on the nature of literary response and the characteristics of literature that engender responses related to character and moral development. Examples and related activities teachers can use to help children process the stories are provided.
A Place-Based Learning Community: Klamath Connection at Humboldt State University
Author: Johnson, Matt
Date: 2013-12-00
Type: Journal Articles
Subjects: Place Based Education,College Freshmen,State Universities,Academic Achievement,STEM Education,Summer Science Programs,Immersion Programs,First Year Seminars,Introductory Courses,Peer Teaching,Mentors,Interdisciplinary Approach,Needs Assessment,Hypothesis Testing,Models,Sense of Community,Program Design,Program Implementation,Program Evaluation,Pilot Projects,Majors (Students),American Indians

A place-based learning community called &quot;Klamath Connection&quot; was designed to improve the academic performance of freshman in Science, Technology, Engineering, and Math (STEM) majors at Humboldt State University, a midsize public institution in a location geographically and culturally unfamiliar to the majority of its students. The program interweaves four high impact practices demonstrated to improve the success of students in STEM: a summer immersion, freshman year seminar, modified gateway courses, and peer mentoring. Each component is linked by an interdisciplinary theme unique to our geographic location and central to the communities that live within it, the Klamath River basin. This manuscript describes the local background and needs assessment that initiated the program, explains our hypothesized model that a place-based learning community can foster the sense of belonging, skills, and habits that favor academic success, and reviews the design and implementation of our pilot program that launched in 2015 for 63 first time students entering HSU. We conclude by describing lessons learned from informal and formal assessments of participating faculty, staff, and administrative personnel that have prompted modifications to the model, which is currently being expanded to serve all entering STEM majors by 2020. Analyses describing the effects of the program on student attitudes, academic performance, and retention in the university will be reviewed in a subsequent manuscript.
Supporting Sophomore Success through a New Learning Community Model
Author: Virtue, Emily E.
Date: 2013-12-00
Type: Journal Articles
Subjects: College Students,Communities of Practice,Academic Persistence,Program Effectiveness,Pilot Projects,Student Attitudes,Faculty Development,Committees

The creation of a Sophomore Learning Community (SLC) model can help address concerns about the &quot;sophomore slump&quot; and sophomore attrition. While managing the logistics of a sophomore LC can be difficult, with proper faculty, staff, and administrative support, positive results can be produced. This article outlines the need for Sophomore Learning Communities and describes the process one university used to pilot an SLC program.
Receptive Vocabulary Measures for EFL Costa Rican High School Students
Author: Castro-Garcia, Damaris
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),High School Students,Receptive Language,Vocabulary,Teaching Methods,Conventional Instruction,Course Content,Gender Differences,Grade 11,Tests,Statistical Analysis

The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation's (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham's (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.
Acculturative Stress and Disengagement: Learning from the Adjustment Challenges Faced by East Asian International Graduate Students
Author: Lyken-Segosebe, D. E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Stress Variables,Student Adjustment,Grounded Theory,Cultural Influences,Social Influences,Self Esteem,Barriers,English (Second Language),Language Proficiency,Teaching Styles,Educational Environment,Teacher Student Relationship,College Faculty,Cultural Awareness,School Counseling,Curriculum,Psychological Patterns,Foreign Countries,Coding,Interviews

International graduate students meet TOEFL, GPA, and other admissions criteria to gain entry into US colleges and universities. During their stay in the USA, they provide educational and economic contributions for their host country. In contrast to their educational and economic potential, international students often demonstrate poor academic and social integration at their host institutions. Grounded theory methodology was used to investigate what accounts for the academic, cultural, and social adjustment problems faced by East Asian graduate students pursuing studies at an elite private not-for-profit university in the USA. Findings reveal that students experienced lowered self-confidence and acculturative stress as a result of challenges encountered during their first year, language barriers, different teaching styles and teaching environments, and their interactions with professors. Raising faculty sensitivity to cultural differences among international students, early adjustment counseling and obtaining regular feedback are recommended.
An Examination of Geography Teachers&apos; Reflective Thinking Tendencies
Author: Yildirim, Tahsin
Date: 2017-00-00
Type: Journal Articles
Subjects: Reflection,Geography Instruction,Geography,Foreign Countries,Models,Thinking Skills,Statistical Analysis,Teachers

This study is a descriptive research study executed using a scanning model with the purpose of examining geography teachers' tendencies towards reflective thinking according to different variables. The study group consisted of 218 geography teachers serving in schools under the Ministry of National Education in the 2016/2017 education period. For data collection, a personal information form was developed by the researcher, and a &quot;Reflective Thinking Tendency Scale&quot; was used. Mean, standard deviation, t-test, and one-way variance analysis were used in the analysis of the data obtained. Generally, geography teachers have a high degree of reflective thinking; female geography teachers have higher degrees of reflective thinking tendencies than male geography teachers. Professional seniority, place of duty, and faculty of graduation do not affect the tendency of reflective thinking of geography teachers. Although geography teachers serving in &quot;other&quot; high schools (fine arts high school, science high school, social sciences high school, private high schools) scored significantly higher in the sub-dimension critical and effective teaching than teachers in Anatolian high schools and vocational high schools, there is no significant difference in total scores or other sub-dimensions when the effect of duty school is analyzed.
Mentoring: A Natural Role for Learning Community Faculty
Author: Hessenauer, Sarah L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Communities of Practice,College Faculty,College Students,Program Effectiveness,Interpersonal Relationship,Peer Teaching

The purpose of this article is to highlight mentoring as an important piece of leading a learning community. The authors will share a definition of mentoring which is applicable to the learning community experience. Characteristics of mentoring will be described, including types of mentoring and mentor-mentee relationships. The authors will apply these concepts to their role as facilitators for a learning community at a teaching-centered, 4-year institution. They will reflect on mentoring in a discipline-focused learning community, share experiences, and discuss the benefits identified for both faculty and students.
The Roadmap Seminar: Preparing Students for Success in Learning Communities
Author: Thomas, Jeffrey F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Skill Development,Teamwork,Metacognition,Thinking Skills,Student Surveys,Teacher Surveys,College Faculty,Grades (Scholastic),Student Evaluation,Program Effectiveness,College Freshmen,Journal Writing,Seminars

With institutions of many types embracing the rich possibilities offered by course-based learning communities, it is important for programs to consider how they might best prepare students for success in those courses. Key to this work is identifying the particular skills needed and creating opportunities to introduce students to those skills before their learning community experiences. At Queens University of Charlotte, we have tackled this important issue by designing a transition course, the Roadmap Seminar, with components that introduce students to the three skills central to our learning communities: integrative thinking, teamwork, and metacognition. Using mid-semester surveys of students and faculty, learning outcomes assessment, student course performance, and end of semester evaluations, our initial results of this approach are positive. Student work has shown the conscious development of integrative thinking and heightened awareness of how they function as part of a team. This framework provides an opportunity for other institutions to consider how they can prepare students with the specific skills that will make their learning communities truly high impact experiences.
&quot;Not Only as Students, but as Citizens&quot;: Integrative Learning and Civic Research in a First-Year Learning Community Course
Author: Mickelson, Nate
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Citizenship Education,Community Colleges,Two Year College Students,Urban Schools,Civics,Student Research,Urban Renewal,Social Class,Neighborhoods,Ethnography,Observation,Photography,Change,Community Change,Grantsmanship

Learning communities (LCs) provide an ideal context for civic learning because they foreground the integrative and interactive nature of learning and skills development. While the academic benefits of LCs have been well documented, their potential to promote civic learning and engagement has received less attention. Indeed, the potential of LCs to serve as a catalyst for civic learning through their emphasis on integrative and interactive learning has gone mostly unremarked. The authors address these gaps in the literature in this article by analyzing the possibilities of integrating civic research in a first-semester LC at an urban community college. Extrapolating from their experiences, they argue that structuring LCs around civic learning can enable students to develop academic skills while at the same time building new understandings of themselves as active citizens and potential change makers in larger communities. The authors also recommend that colleges that plan to integrate civic learning in their LCs invest in recruiting and maintaining consistent teaching teams in order to enable the revision and improvement of curricula over time.
The Effects of Language Typology on L2 Lexical Availability and Spelling Accuracy
Author: Martínez Adrián, María
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Classification,Accuracy,Second Language Learning,Spelling,Spanish,Chinese,Native Language,Comparative Analysis,Written Language,Semantics,Error Analysis (Language),Correlation,Graduate Students,Reading Comprehension,Transfer of Training,Statistical Analysis,Task Analysis

This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a language typologically distant from English with a logographic writing system (Chinese; n = 13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n = 14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the &quot;total number of words&quot; and the &quot;total number of words containing spelling mistakes&quot; per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy
A Reflexive Evaluation of Technology-Enhanced Learning
Author: Young, Suzanne
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Social Media,Feedback (Response),Student Attitudes,Active Learning,College Faculty,College Students,Technology Integration,Teaching Methods,Computer Mediated Communication,Case Studies,Criminology

This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors' own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.
Striving toward Openness: But What Do We Really Mean?
Author: Rolfe, Vivien
Date: 2017-11-00
Type: Journal Articles
Subjects: Global Approach,Open Education,Teacher Attitudes,Employee Attitudes,Interviews,Educational Practices,Educational Benefits,Educational Resources,Open Source Technology,Institutional Mission,Values,Organizational Culture,Change Strategies,Higher Education,Foreign Countries,Qualitative Research

The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? The aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging. This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. The interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements--staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture. This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators.
Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program
Author: Güngör, Sabri
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Student Attitudes,Teacher Education Programs,Foreign Countries,Statistical Analysis,Rating Scales,Measures (Individuals),Gender Differences,Institutional Characteristics,Place of Residence,Parent Background,Educational Attainment,Age Differences

This study aims to determine the variables affecting teacher candidates' perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers' Sense of Efficacy Scale, developed by Tschannen-Moran and Hoy (2001) and adopted to Turkish by Çapa, Çakiroglu and Sarikaya (2005). SPSS package program was used for data analysis, and percentage, arithmetic mean, standard deviation, independent groups t-test, one-way analysis of variance (ANOVA) and LSD test were used for the analysis of data. According to the study findings, candidates' views on self-efficacy differ according to their ages, sexes, universities, settlements they have lived the longest, faculties and mother's education level while their self-efficacy views did not differ according to their own and father's education level. As the teacher candidates' ages increased, their self-efficacy also increased. Males compared to females, Kafkas University's students compared to Nigde Ömer Halisdemir University's students, the students who have lived in metropolises the longest compared to others, students from faculties who accept students with ability exams compared to other faculties considered themselves more efficacious about teaching.
Development of an Institutional Framework to Guide Transitions into Enhanced Blended Learning in Higher Education
Author: Adekola, Josephine
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,Foreign Countries,Quality Assurance,Qualitative Research,Semi Structured Interviews,Change Agents,Stakeholders,Online Courses,Electronic Learning,Technology Uses in Education,Transitional Programs,Student Experience

The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents), what (institutional considerations), how (organisational preparedness) and who (stakeholders) of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning.
Collaborative Technologies, Higher Order Thinking and Self-Sufficient Learning: A Case Study of Adult Learners
Author: Johnson, Clare S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Thinking Skills,Case Studies,Adult Students,Critical Thinking,Online Courses,Mixed Methods Research,Student Surveys,Semi Structured Interviews,Electronic Learning,Models,Scaffolding (Teaching Technique),Computer Mediated Communication,Blended Learning,Educational Technology,Foreign Countries

The inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon's five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon's five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment.