ethanporcaro/eric-fulltext-meta huggingface dataset:
The Concomitance of VLS with Learning Styles in Fostering Reflection among University Students
Author: Sakale, Sana
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Second Language Learning,Second Language Instruction,Undergraduate Students,Multimedia Instruction,Preferences,Vocabulary Development,Reading Comprehension,English (Second Language),Departments,College Second Language Programs,Correlation,Teacher Role,Learning Strategies,Teaching Methods,Classroom Techniques,Classroom Environment,Learning Processes,Metacognition,Needs Assessment,Foreign Countries,State Universities,Student Attitudes

This study attempts to unveil the Concomitance of vocabulary learning strategies with learning styles in fostering reflection among university students during reading comprehension texts. For this purpose, data is collected employing a primary data source in the form of a structured close-ended questionnaire, which is addressed, respectively, to students from the Departments of English Studies in different universities. The participants of this quantitative study are 84 students recruited using a non-probability convenience sampling. In this study, two data analysis methods are used: descriptive analysis and Pearson correlational analysis. The former summarizes the demographic variables and shows that students employ a duality of styles as they prefer to integrate a multi-modal approach to learning, while the latter analyzes the concomitance of the variables. The findings of the Pearson correlation analysis reveal significant relationships of interest in this study. The most salient findings indicate that there is a significant moderate positive association between the learner's preferences on the one hand, and preparation phase strategies and the teacher's role on the other hand. Additionally, teacher's role is significantly associated with preparation phase strategies, production phase strategies and learner's role. The results of the Pearson correlation indicate that vocabulary learning strategies can also be associated with the classroom environment and management. The study proposes that training in metacognitive, cognition and VL strategies be implemented in language classrooms to increase students' control over learning and to facilitate their knowledge acquisition.
The Need for a Unified Bloom&apos;s Taxonomy List across Arab Teacher Colleges
Author: ElJishi, Ziad
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabs,Teacher Education Programs,Validity,Reliability,College Faculty,Universities,Lesson Plans,Graduate Students,Verbs,Language Usage,Arabic,Foreign Countries

This concept paper highlights the problem of the lack of a unified Arab list of Bloom's taxonomy to be used in teacher-preparation programs across Arab universities. The paper illustrates the current problem and offers steps needed for completing a project that would produce a unified list. The unified list would have both the required validity and reliability to be utilized by faculty across Arab teacher training colleges.
Affordances of Models and Modelling: A Study of Four Technology Design Projects in the Swedish Secondary School
Author: Citrohn, Björn
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Design,Models,Teaching Methods,Affordances,Creative Thinking,Problem Solving,Student Projects,Grade 7,Grade 8,Grade 9,STEM Education,Engineering Education

This study aims to investigate affordances of models and modelling in design projects in technology education. To learn more about affordances when working with models and modelling, four Swedish technology teachers were interviewed using a narrative approach. Despite a small number of informants data were rich, containing detailed descriptions of sequences where students used models and modelling in ways not planned by the teachers. By using a qualitative, generic inductive approach, the narrative interviews revealed seven different affordances of models and modelling in the projects: &quot;Seeing different solutions;&quot; &quot;Finding possibilities and limitations in solutions;&quot; &quot;Representing an idea, structure or function;&quot; &quot;Communicating solutions with drawings;&quot; &quot;Making problems and solutions visible;&quot; &quot;Trial and error and learning from mistakes&quot; and finally &quot;Taking inspirations from each other's solutions.&quot; Some conclusions and implications of the study are that when the students can see and use a wide variety of materials when modelling, they are more creative in finding solutions to design problems. The use of conceptual design in schools, leading to students performing trial and error using models to solve problems, might also be connected to the importance of a variety of materials. In the study, teachers describe how their students used models, trying different solutions, representing ideas, and trying, failing and trying again. All these modelling activities are important parts of a design process and might prove that the doing itself is a process of reflection.
Developing Spatial Literacy through Design of Built Environments: Art and Crafts Teachers&apos; Strategies
Author: Strand, Ingri
Date: 2022-11-00
Type: Journal Articles
Subjects: Spatial Ability,Physical Environment,Design,Art Education,Handicrafts,Design Crafts,Architectural Education,Teaching Methods,Secondary School Teachers

Designing built environments demands the ability to make translations between your visions, visual representations of these, and the full-scale environment that is to be built. Pupils working on architectural tasks face these challenges of translation. How can the teacher come to their aid? Research on teaching strategies for the architectural studio has sought to articulate the entire design process, something that leads to overarching strategies but less hands-on, detailed descriptions. This article offers greater in-depth insight into the strategies teachers use to enhance pupils' spatial literacy. In semi-structured interviews, six lower secondary school &quot;Art and crafts&quot; teachers described their teaching practice related to architectural tasks. From the teachers' detailed moves, we have identified five teaching strategies and placed them in a visual model that demonstrates what role they may play in aiding pupils in the process of designing built environments. By articulating these strategies, we hope to contribute to the development of the vocabulary used in and about teaching design and architecture.
Development of Students&apos; Technical Abilities between 1993-2022 in Finnish Comprehensive Schools
Author: Autio, Ossi
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Technology Education,Trade and Industrial Education,Textiles Instruction,Academic Achievement,Skill Development,Affective Behavior,Psychomotor Skills,Cognitive Ability,Gender Differences,Ability,Sex Fairness,Positive Attitudes,Females

The aim of this study was to find out if there have been any changes in technical abilities among Finnish school children during the last 30 years. Technical abilities were first measured in the affective, psychomotor, and cognitive areas in the year 1993 and these results were later compared with the results from 2012 and 2022. The number of test participants was 267 in the year 1993, 317 in 2012 and 282 in 2022. The age of the student respondents was 11-13 years. The measurements were done with exactly the same research instruments in all three years. Some positive changes were found in affective area among girls' test groups. Unfortunately, in all research groups the development was negative in the psychomotor and cognitive area. The reason for the decline could be in the reduction of craft and technology education lessons available, especially for boys. From a broader point of view, the changes can be due to the changes in society as a whole. It seems that the curriculum changes during last 30 years have not worked as they have been planned. Especially, boys underachievement is explained by the fact that, even if students work with systematic planning models and use their creativity, aesthetical design usually overshadows technological issues. It is assumed that progressive teaching and assessment favour girls and traditional methods are more congenial to boys.
Online Course Design Using Iterative Workshops on Computer-Supported Collaborative Design for Engineering Design Students
Author: Brisco, Ross
Date: 2022-11-00
Type: Journal Articles
Subjects: Design,Computer Assisted Instruction,Engineering Education,Online Courses,Cooperative Learning,Workshops,Knowledge Level,College Students,Teamwork,Program Effectiveness,Foreign Countries,International Programs

Based on observations of global design classes at different institutions, students selected technologies without justification for the suitability of the technology to support their collaborative design activities. To best support students in their collaborative endeavours, a short online course in computer-supported collaborative design was developed. The process of the creation of the short online course was unique using students' identification of their gaps in knowledge during workshops, iteratively over three years to develop a complete educational experience. Workshops were conducted with students to identify gaps in students' knowledge that were addressed at future workshops, by filling these gaps and conducting the same gap finding activity the researchers can identify if these gaps can be filled through an educational intervention. Surveys were used to evaluate the success of the development of an online course in Computer-Supported Collaborative Design (CSCD). The method for the development of the short online course was logical and successful based on feedback from students during surveys. The outcomes of this method can have implications for those developing novel courses in familiar teaching environments or new digital media. This research has identified the interventions required to prepare students for global design projects in a novel way. Lessons from this research will support other educators to consider their course development practice.
A Bibliometric Study on Postgraduate Theses in Turkey Investigating the Turkish Vocabulary
Author: Uluocak, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Turkish,Vocabulary,Computational Linguistics,Bibliometrics,Masters Theses,Doctoral Dissertations,Universities,Foreign Countries

This research aims to analyze and evaluate postgraduate theses on Turkish vocabulary in terms of bibliometric parameters. For this purpose, to create the corpus of the study, the theses in the database of the Council of Higher Education National Thesis Center (YÖKTEZ) were accessed by selecting the &quot;Education and Training&quot; category and the &quot;Turkish Education Department&quot; filtering and using the &quot;vocabulary&quot; keyword. As a result of the scanning, 103 master's and 18 doctoral theses on vocabulary were reached. In the study, bibliometric analysis was used as a data analysis technique. Theses within the scope of the research were subjected to bibliometric analysis in terms of parameters such as academic level, publication year, university, institute, supervisor, research method, research design, data collection tools, data analysis, content, and purposes. As a result, there has been a significant increase in the number of postgraduate theses on vocabulary in Turkish in recent years, and theses were mostly submitted to Inönü, Gazi, and Marmara Universities, respectively. In addition, most of the theses in the Institute of Education Sciences, MA level and supervised by academics with the title of assistant professor. In addition to this, in postgraduate theses on the vocabulary of Turkish, it is seen that the qualitative research method was used as a research method, descriptive analysis was used as a research design, document analysis was used as a data collection tool, and content analysis was used as a data analysis method mostly. Finally, it is noteworthy that in the identified theses, literary works and the vocabulary of different literary genres are examined from various perspectives. It is thought that the study will contribute to the studies and researchers in the domain of Turkish vocabulary.
A Paradigmatic Dialogue-Disagreement in a Democratic School: A Conceptual Analysis of a Soul-Searching Assembly Meeting
Author: Marjanovic-Shane, Ana
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Opinions,High Schools,High School Students,Foreign Countries,Educational History,Role of Education,Democracy,Participative Decision Making,Alienation,Ideology,Freedom,Social Justice,Responsibility

In this article, I attempt to conceptually analyze points of disagreement among the students of the first democratic high school in Norway, The Experimental Gymnasium of Oslo (EGO). The clashes and disagreements among the students started heating up immediately after the school was opened in the fall of 1967. As they were learning how to run their school, the students discovered profound differences in their views of education and its purposes. Their deep disagreements about the meaning of education and conflicts about their school practices almost broke up their school right at the very start of its existence. Their different understandings of education erupted in a passionate and dramatic general assembly meeting, which they later referred to as the Soul-Searching Assembly. This four-and-a-half hour-long meeting was recorded and its transcript was published (Hem &amp; Remlov, 1969). In this article, I analyze the dialogues from the assembly, looking for the students' diverse ideological and conceptual positions, views, desires, and underlying values. The tensions and clashes the students voiced echo the profound paradigmatic differences in conceptualizing education throughout the modern history of education, from the Enlightenment until now, a few decades into the 21st century. The purpose of my analysis is to examine these paradigmatically different views and the concerns behind them. These radically different paradigmatic, conceptual, and axiological positions have an effect on what we may consider being good, ethical, just, and true for human existence, human relationships, and human rights in general, and especially in education. The EGO students' intensive and urgent ontological need to explain their very different positions to each other allowed me to take a closer look into the tensions and conflicts still existing in the larger cultural-historical public sphere of discourse on education.
A Soul-Searching Assembly: Vignette
Author: Marjanovic-Shane, Ana
Date: 2023-00-00
Type: Journal Articles
Subjects: Democratic Values,Vignettes,Meetings,High Schools,Educational History,High School Students,Foreign Countries,Student Participation,Governance,Conflict,Participative Decision Making,Power Structure

In this article, I develop a dialogic analysis of a democratic school's General Assembly meeting in the form of a vignette. As a qualitative method, a vignette is a suitable way of preparing evidence and constructing data for further analyses. It is also an ideal medium for a full-fledged dialogic analysis of the described events and dialogues that took place among the participants. I grounded this vignette on a transcript of an audio recording of a General Assembly meeting held in the first Norwegian democratic high school -- the Experimental Gymnasium of Oslo (EGO) on November 2nd, 1967, shortly after it started to work in 1967. Using the students' voices raised in this meeting, I aimed to recreate the meeting's dramatic atmosphere. My approach follows the art of dialogic analysis (Matusov, Marjanovic-Shane, &amp; Gradovski, 2019; Matusov, Marjanovic-Shane, Kullenberg, &amp; Curtis, 2019), as I attempt to dialogically join the students, adding my reactions and interpretations of the meeting's unfolding debates and dialogues. I also add my dialogic replies to the students and insert other comments judging their positions dialogically in an attempt to also create rich data for further conceptual analysis, which is published in another article in this special issue, &quot;Paradigmatic dialogue-disagreement in a democratic school: A conceptual analysis&quot; (see Marjanovic-Shane, 2023b).
Democracy, Dialogism, Therapy, Progressivism, Anarchism, and Other Values in Martin Duberman&apos;s Innovative Pedagogy
Author: Matusov, Eugene
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Dialogs (Language),Educational Philosophy,Democracy,Progressive Education,Seminars,Educational History,Instructional Innovation,Decision Making,Goal Orientation,Therapy,Universities,College Faculty

My essay aims to develop my authorial map-account of Martin Duberman's various educational paradigms manifest in his experimental seminars at Princeton University, Hunter College, and Lehman College CUNY, 1966-1971 (and beyond) that I abstracted from his claims about his innovative educational teaching. I tried to develop a terrain of educational philosophical paradigms that shaped his goals, judgments, definitions of success, frustrations, and so on, and engage in a dialogic analysis of this terrain. His innovative pedagogy was driven by diverse and often conflicting educational philosophies involving democracy, dialogism, and therapy, among other values. I discuss the synergies and conflicts of these values in Duberman's pedagogy.
Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations. The College Promise Series. Research Report. RR-22-07
Author: Millett, Catherine, Ed.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Programs,Paying for College,Access to Education,College Students,Student Financial Aid,Financial Support,First Generation College Students,Foster Care,Introductory Courses,Remedial Instruction,Students with Disabilities,Postsecondary Education

The time is now to examine the nation's capacity to help guide students in gaining access to, paying for, and graduating from college. College promise programs have served as an excellent model. But because a uniform, national college promise model would not adequately serve the estimated 20 million students in postsecondary education, ETS and College Promise launched an effort to expand the work on college promise programs to identify ecosystems of support for specific student populations. In 2021, we invited scholars, practitioners, and student representatives to join a design team and cocreate the college promise program for their student populations: first-generation students, youth in or aged out of foster care, students with disabilities, student parents, and students needing academic support. In multiple panel discussions, other colleagues reviewed the ecosystem designs, focusing on college promise programs in general, the design of the ecosystems of support, or the financing of the ecosystems. Several key themes emerged from the meeting: (a) Although the design teams focused on one aspect of a student's life, they stressed the importance of focusing on the intersectionality of their identities; (b) terminology and definitions are important not only for policy and practice reasons but for the messages they send to students about inclusion; (c) financing a college education is more than paying tuition and fees; (d) enhanced data collection will support research, policy, and practice; and (e) developing a college promise program requires a focus on both students and postsecondary institutions. [This publication is a joint initiative of College Promise and ETS.]
Exploring &quot;GRE&quot;® and &quot;TOEFL&quot;® Score Profiles of International Students Intending to Pursue a Graduate Degree in the United States. Research Report. ETS RR-22-02
Author: Roohr, Katrina
Date: 2022-12-00
Type: Journal Articles
Subjects: College Entrance Examinations,Graduate Study,Language Tests,English (Second Language),Second Language Learning,Foreign Students,Foreign Countries,Scores,Student Characteristics,Profiles,Gender Differences,Majors (Students),STEM Education,Study Abroad,Masters Programs,Doctoral Programs,Geographic Regions,College Admission

The United States continues to be a top destination for international students pursuing an advanced degree. Some information about the characteristics of international students applying to graduate programs in the United States is available, but little is known about how these characteristics are related to test taker performance on graduate admissions tests and how performance may be related to graduate program characteristics. The purpose of this study was to investigate different patterns of performance of international test takers from four cultural regions and two large countries (China and India) on both the &quot;GRE&quot;® test and the &quot;TOEFL&quot;® test and the relationship with demographic and graduate program characteristics. Using finite mixture modeling, we investigated the most common score profiles using GRE and TOEFL for international students intending to pursue a graduate program within the United States; evaluated the demographic and college-level factors related to the profiles; and evaluated whether the profiles were differentially associated with gender, intended field of study, and intended degree level. Results showed the following broad patterns of results: (a) Most countries and cultural regions, except for the Middle East, had three or four latent profiles representing low, medium, and high scores on the GRE and TOEFL sections; (b) two high-performing profiles were found in Confucian Asia, one with higher GRE Quantitative Reasoning scores and the other with higher scores on GRE Verbal and TOEFL; (c) regardless of profile, test takers from China performed highest on the GRE Quantitative Reasoning section as compared to other GRE and TOEFL section scores; (d) in general, there was a relationship with students in the lower performing profiles taking the TOEFL and GRE multiple times; (e) regardless of country or cultural region, men were represented more than women overall and across most of the profiles; and (f) test takers showed a preference for science-, technology-, engineering-, and mathematics-based fields and master's degrees, but this varied across country and cultural region. Implications for future research are discussed.
Factors Considered in Graduate School Decision-Making: Implications for Graduate School Application and Acceptance. Research Report. ETS RR-22-06
Author: Cho-Baker, Sugene
Date: 2022-12-00
Type: Journal Articles
Subjects: Graduate Study,Graduate Students,College Applicants,Decision Making,College Entrance Examinations,Access to Education,Equal Education,Professional Development,Gender Differences,Racial Differences,Socioeconomic Status

The career gains of obtaining a graduate degree are well established, but those from lower socioeconomic status (SES) and underrepresented demographic backgrounds have persistently been disadvantaged in earning those degrees. We aim to contribute to research on enhancing access, diversity, and equity to graduate education by providing insights into what motivates individuals to pursue a graduate education across demographic and socioeconomic backgrounds. Using survey data collected from &quot;GRE&quot;® test takers at two time points and exploratory structural equation modeling, we explore the factors that individuals consider to be important for pursuing graduate education and selecting graduate programs, along with subsequent application and acceptance outcomes. We identified three factors considered in deciding to pursue graduate school and six factors considered in selecting graduate school programs. Those who aimed to apply to graduate school for professional development considered an extensive set of factors in selecting programs. The factors considered varied by gender, ethnicity/race, and SES. These factors further varied in the extent to which they predicted graduate school application and acceptance outcomes.