ethanporcaro/eric-fulltext-meta huggingface dataset:
Good Intentions, Poor Outcomes: Centering Culture and Language Diversity within Response to Intervention
Author: Shell, E. Mackenzie
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Diversity,Cultural Differences,Language Usage,Public Schools,Equal Education,Response to Intervention,School Counselors,Counselor Role,Critical Theory,Race,Culturally Relevant Education,Educational Discrimination

Culturally and linguistically diverse students face longstanding issues of inequity within public schools in the United States. Response to intervention (RTI) is one proposed solution that addresses the inequities. As advocates for all students, school counselors possess the training and knowledge to promote fairness and equity within the RTI process. Using critical race theory, the authors present a vignette and conceptualize methods based on school counselors' education and training that school counselors can use to promote equity within RTI for culturally diverse students.
The Role of English Language for High-Achieving Mayan Students in the Yucatan Region, Mexico
Author: López, Miguel Antonio Pat
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Role,English (Second Language),Second Language Learning,Second Language Instruction,Academic Achievement,High Achievement,Language Proficiency,Correlation,Language Tests,Middle School Students,Achievement Gains,Student Attitudes,Scores,Language Skills,Foreign Countries,Bilingual Education,American Indian Languages,Native Language,Spanish,Language Attitudes

The purpose of this research was to identify the role of the level of proficiency in the English language with high-performing third-year students in the Mayan area of Yucatán, near a tourist region called the Riviera Maya. The aim was also to explore the relationship between learning a second language and the subsequent overall improvement in the academic performance of students. These 114 high-achieving students were selected from 1177 students who had taken a standardized English test administered in seven middle schools in the region. Subsequently, individual interviews were conducted with the 21 students with the highest level of English and a focus group of ten students with low-level scores. The results showed an improvement in the English language, as well as its influence in reaching academic prowess in other subjects. This initial study indicated that the reinforcement of English language skills had broader benefits on other academic performance.
The Significance of Promoting Teacher Reflection: A Review Article
Author: Moayeri, Mahnaz
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Social Justice,Criticism,Teacher Attitudes,Individual Development,Teaching Methods,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction

The present review article is intended to bring the significant issue of teachers' reflective practice into the limelight by overviewing how this concept evolved through time and what it promises for successful teaching. The concept of &quot;teacher reflection,&quot; defined as teachers' beliefs about their teaching practice, has been subjected to a number of criticisms regarding its instrumental nature, disregard of social justice, and a vague reinforcement of the existing ideologies instead of challenging beliefs. These critiques have been discussed in this article, and possible ways to overcome the challenges are highlighted. Furthermore, pieces of evidence from a number of previous research studies are reviewed, which highlight how practicing reflection enables teachers to become aware of both their individual development and the different dimensions of the education program. It is further discussed that teacher reflection can benefit from different research perspective attempting to solve the ambiguities blurring its significance.
The Effect of the Process-Based Approach on the Writing Skills of Bilingual Elementary Students
Author: Vega, Luisa Fernanda Sánchez
Date: 2019-00-00
Type: Journal Articles
Subjects: Process Approach (Writing),English (Second Language),Second Language Learning,Writing Strategies,Action Research,Grade 3,Elementary School Students,Writing Instruction,Self Evaluation (Individuals),Foreign Countries,Scoring Rubrics,Bilingual Education,Writing Processes,Writing Evaluation,Pretests Posttests,Vocabulary Development,Self Efficacy,Writing Attitudes,Student Attitudes

The objective of this action research study was to assess the impact of the Process-Based Approach (PBA) on the development of the writing skills of young students who are learning English as a Foreign Language. The participants included 12 third-grade students from a bilingual private school in Manizales, Caldas. Six workshops were implemented, guiding the students to write different texts in English by using the writing process stages and applying some writing strategies, such as planning, monitoring, and evaluating their own output. Instruments such as a teacher's journal, a writing rubric, external observations, self-assessment protocols, and L2 writing pre- and post-tests were used to collect the data. The results suggest that the PBA was useful for enhancing the writing skills of young English learners. Additionally, the strategies applied during the process bettered third-grade students' writing performance in aspects such as content, organization, conventions, vocabulary, and fluency. Finally, the data illustrated that the PBA and the writing strategies made students feel confident about writing, which, at the same time, contributed to the students' self-efficacy in writing tasks.
Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums
Author: Edwards, Roger
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Management Systems,Listening Comprehension,Personal Autonomy,Action Research,Independent Study,Student Behavior,Behavior Change,Advanced Students,College Students,Video Technology,Foreign Countries,Cooperative Learning,Student Motivation,Feedback (Response),Intervention,Teaching Methods

This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time
Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study
Author: Pavón, Victor
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Word Problems (Mathematics),Mathematics Instruction,Interdisciplinary Approach,Language of Instruction,Reading Comprehension,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Difficulty Level,Second Language Learning,Second Language Instruction,Language Proficiency,High School Students,Student Attitudes

The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners' process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students' level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students' level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.
Elementary Preservice Teachers&apos; Knowledge, Perceptions and Attitudes towards Fractions: A Mixed-Analysis
Author: Rosli, Roslinda
Date: 2020-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Knowledge Level,Fractions,Models,Problem Solving,Mathematics Instruction,Females,Pedagogical Content Knowledge,Instructional Effectiveness,Public Colleges,Experiential Learning,Mathematical Concepts,Preservice Teacher Education,Elementary Education

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problemposing was effective in improving the preservice teachers' level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.
Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom
Author: Vega, Melita
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Course Content,Language of Instruction,Tourism,Universities,Language Proficiency,Instructional Effectiveness,Undergraduate Students,Teaching Methods,Interdisciplinary Approach,Comparative Analysis,Language Tests,Educational Benefits,Outcomes of Education,Foreign Countries

Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.
K-12 Student Perceptions of Online Teacher and On-Site Facilitator Support in Supplemental Online Courses
Author: Borup, Jered
Date: 2019-12-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Online Courses,Student Attitudes,Teacher Student Relationship,Course Selection (Students),Academic Advising,Learning Activities,Learning Processes,Course Content,Facilitators (Individuals),Educational Experience,Learner Engagement,Computer Simulation

In an attempt to better support their students and reduce online course attrition rates, some brick-and-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.
Higher Education&apos;s Role in the Support of Diverse and Ever-Changing New American Cities: Exploring Buffalo
Author: Conway-Turner, Katherine S.
Date: 2019-12-00
Type: Journal Articles
Subjects: Urban Areas,Refugees,Immigrants,Outreach Programs,School Community Relationship,Institutional Mission,Community Needs,State Colleges,Cultural Pluralism,College Preparation,Elementary Secondary Education,Children,Partnerships in Education,Social Justice,Entrepreneurship,College Role,School Readiness,Success

Urban institutions are typically located in diverse and vibrant cities. This diversity has changed over the decades, thus requiring campuses to address the complexity that is seen as these new American cities evolve. In this article the city of Buffalo is discussed as a city that manifests a continuous change in population diversity with a significant increase in the immigrant and refugee populations. The ways that Buffalo State College has evolved its outreach to support immigrants, refugees, and new Americans is discussed, approaches that include ways to support entry and success within the city school systems, support for families and adults learning the English language and preparing for citizenship exams, convening and support to navigate their new location, and assistance in business efforts. Extensions of the mission of urban institutions to support these new members of city communities allows campuses to participate fully in addressing the needs of this important segment of our cities. Immigrant and refugee families add to the vibrancy and economic success of our communities and facilitating their adjustment, integration, and success within our cities not only provides needed support for new American families, but adds to the current and future economic and social success of the community where they now call home. This is an important aspect of the urban anchor mission.
Student Perceptions of the Impact of Quality Matters--Certified Online Courses on Their Learning and Engagement
Author: Sadaf, Ayesha
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Attitudes,Learner Engagement,Learning Activities,Factor Analysis,Educational Quality,Standards,Best Practices,Graduate Students,Online Courses,Scoring Rubrics,Teaching Methods,Information Science Education,Case Studies,Undergraduate Students,Instructional Materials,Usability,Educational Strategies,Course Evaluation

Quality Matters (QM) is one of the most widely adopted sets of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM-certified courses on students' learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based on the QM rubric items. The QM framework includes 43 individual standards clustered into eight general categories. Among the eight categories, students rated Course Activities and Learner Interaction to have the highest impact on both student learning and engagement. The exploratory factor analysis revealed that 12 factors explained 88.89% of the variance of the impact on learning, and eight factors explained 85.72% of the variance of the impact on engagement. Clear expectations loaded as the highest factor for both learning (eigenvalue = 12.85) and engagement (eigenvalue = 21.58). These results will help instructional designers and online instructors understand the impact of individual QM design standards from students' point of view to design online courses that effectively contribute to their learning and engagement.
The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses
Author: Olesova, Larisa
Date: 2019-12-00
Type: Journal Articles
Subjects: Mentors,Models,College Faculty,Instructional Design,Cooperation,Online Courses,Teacher Attitudes,Asynchronous Communication,Alignment (Education),Time Management,Educational Quality,Public Colleges,Skill Development,Efficiency,Collegiality

The &quot;2017 Survey of Faculty Attitudes on Technology&quot; conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts were unsurprised because instructional designers (IDs) are underutilized, and their role in higher education is still not clear (Richardson et al., 2019). This qualitative study examined the faculty members' perceptions (n=11) about their mentorship relationships with IDs when they designed and developed asynchronous online courses together. This study also explored factors that may lead to successful mentorship relationships in which IDs are mentors and faculty members are mentees. The results of this study found that faculty perceived that working cooperatively with IDs was effective because they were able to align resources and instructional strategies with learning outcomes; they used time efficiently; and they were also able to apply acquired skills to the development of online courses. Based on semistructured interviews with the university faculty, this study revealed that motivation, open-mindedness, and working relations were the major factors that affected the cooperative mentorship relationships between faculty and IDs to produce and teach an online course of high quality. These results support findings in previous studies on the effectiveness of collaboration between faculty and IDs in higher education. Moreover, this study found evidence that cooperative mentorship relationships between university faculty and IDs can lead to the development of online courses of high quality. Higher education administration, university faculty, and IDs will benefit from the results of this study.
Pursuing the Anchor Mission in a Fragmented Suburban Setting: Assets, Capacity, and Collective Action
Author: Guenther, Karl J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Institutional Mission,Suburban Schools,Universities,School Community Relationship,Community Development,Capacity Building,Government School Relationship,School Business Relationship

Increasingly, suburban universities find themselves in communities facing challenges that inner cities have had to deal with for decades, including concentrated poverty, housing vacancy, and underperforming school districts. While the problems are similar, the institutional context is different. Compared to central cities, suburban municipal governments generally lack the resources necessary to sustain robust community economic development initiatives. Further, suburbs often lack the rich landscape of nonprofit organizations that were built up over many decades in central cities. This article reflects on the experience of the University of Missouri-St. Louis as a case study of a suburban anchor institution. This experience suggests that anchor institutions in suburban settings need to focus on asset-based community development, support collective action among fragmented institutions, and build the civic capacity of local governments, nonprofits, and businesses.
Identifying Significant Personal and Program Factors That Predict Online EdD Students&apos; Program Integration
Author: Rockinson-Szapkiw, Amanda J.
Date: 2019-12-00
Type: Journal Articles
Subjects: Online Courses,Doctoral Programs,Student Characteristics,Graduate Students,Gender Differences,Racial Differences,Ethnicity,Age Differences,Marital Status,Family Structure,Interaction,Synchronous Communication,Academic Persistence,Asynchronous Communication,Educational Technology,Technology Uses in Education

Based on a synthesis of persistence theory and the empirical literature, an online doctoral program integration model was developed using data from 232 online EdD students. A predictive, correlation design and regression analysis were used to examine if personal factors (gender, race, age, marital status, and presence of children in the home) and program factors (stage in doctoral journey, synchronous interactions, cohorts, and orientations) could predict program integration. The entire model was significant. The variables of gender, race, participation in a cohort, and engagement in synchronous communication individually contributed to the variance in program integration.
Instructional Quality of Business MOOCs: Indicators and Initial Findings
Author: Egloffstein, Marc
Date: 2019-12-00
Type: Journal Articles
Subjects: Educational Quality,Business Administration Education,Online Courses,Course Evaluation,Management Development,Instructional Design,Scoring Rubrics,Independent Study,Student Attitudes,Teaching Methods,Mass Instruction

The concept of &quot;instructional quality&quot; is central to the design and evaluation of massive open online courses (MOOCs). As MOOCs from the field of business and management are gaining importance both in academia and professional learning, questions on how to determine and improve the quality of these offerings arise. In this paper, we introduce an instrument for evaluating MOOCs against a set of theoretically grounded instructional design principles. After an overview of related research, we describe the concise course scan rubric and its application in detail. A pilot study with N = 101 business MOOCs reveals their rather low overall instructional quality. While most aspects of structuredness and clarity are rated high, the implementation of instructional design principles falls notably behind. The implications from our study point toward a learner-oriented notion of instructional quality and individualized learning and increased learner support in business MOOCs.