ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Play-Based Intervention on Vocabulary Acquisition by Preschoolers at Risk for Reading and Language Delays
Author: McLeod, Ragan H.
Date: 2017-06-00
Type: Journal Articles
Subjects: Play,Intervention,Vocabulary,Preschool Children,At Risk Students,Reading Difficulties,Language Acquisition,Socioeconomic Status,Preschool Education,Teaching Methods,Pretests Posttests,Intelligence Tests,Verbal Ability,Instructional Effectiveness

Closing the vocabulary gap for young children at risk for reading and language delays due to low socioeconomic status may have far reaching effects, as the relationship between early vocabulary knowledge and later academic achievement has been well-established. Vocabulary instruction for young children at risk for reading and language delays during classroom play is understudied, but appears to be a useful context for such interventions. A multiple probe design across behaviors replicated across participants was conducted to evaluate the effects of Enhanced Milieu Teaching (EMT) techniques embedded in play sessions on target vocabulary word acquisition for preschool participants. Participants acquired target word sets in an average of 14 sessions, which, in addition to a book with target vocabulary, included interventionist's use of the words in conversation and prompts to use target words in play routines. Implications for vocabulary instruction during play and future research are included.
Father Involvement in Early Intervention: Exploring the Gap between Service Providers&apos; Perceptions and Practices
Author: McBride, Brent A.
Date: 2017-06-00
Type: Journal Articles
Subjects: Parent Participation,Fathers,Early Intervention,Parent Role,Barriers,Disabilities,Online Surveys,Professional Personnel,Attitudes,Correlation,Statistical Analysis

The purpose of this exploratory study was to examine early intervention (EI) service providers' perceptions of the roles played by fathers in services, as well as their perceptions of the barriers that limit fathers from being engaged in the services provided for families of children with disabilities. A total of 511 EI service providers participated in an online survey. Findings revealed a significant gap between EI providers' perceptions of the impact fathers can have on their children with disabilities and their perceptions of how useful it is to target fathers for involvement in EI services. In addition, several barriers were identified by participants that limit their ability to successfully engage fathers in the services they provide to their children and families. Results are discussed in terms of implications for future training needs of EI providers.
Do Postsecondary Internships Address the Four Learning Modes of Experiential Learning Theory? An Exploration through Document Analysis
Author: Stirling, Ashley
Date: 2017-00-00
Type: Journal Articles
Subjects: Internship Programs,Postsecondary Education,Experiential Learning,Learning Theories,Content Analysis,Web Sites,Program Content,Program Descriptions,Units of Study,Schematic Studies,Foreign Countries

The educational benefits of embedding hands-on experience in higher education curriculum are widely recognized (Beard &amp; Wilson, 2013). However, to optimize the learning from these opportunities, they need to be grounded in empirical learning theory. The purpose of this study was to examine the characteristics of internships in Ontario colleges and universities, and to assess the congruence between the components of these internships and Kolb's (1984) experiential learning framework. Information from 44 Ontario universities and colleges, including 369 internship program webpages and 77 internship course outlines, was analyzed. The findings indicated that internship programs overemphasize the practical aspect of the experience at the expense of linking theory and practice. To optimize experiential education opportunities, recommendations include establishing explicit learning activities consistent with each experiential learning mode, including practice, reflection, connecting coursework and practical experience, and implementing creative ideas in practice.
Visioning as an Integral Element to Understanding Indigenous Learners' Transition to University
Author: Parent, Amy
Date: 2017-00-00
Type: Journal Articles
Subjects: Canada Natives,Student Adjustment,College Students,High Schools,Universities,Foreign Countries,Outreach Programs,College Attendance,Indigenous Knowledge,American Indian Students,College Faculty,Student Attitudes,Teacher Attitudes,Interviews,Educational Experience,Role Models,Student Personnel Workers

This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a &quot;visioning process&quot; is vital to Indigenous youths' participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.
Government-Sponsored Bursaries: Examining Financial Support for Residents to Study at Home
Author: James-MacEachern, Melissa
Date: 2017-00-00
Type: Journal Articles
Subjects: Financial Support,Financial Policy,Student Financial Aid,Incentive Grants,Access to Education,Undergraduate Students,Student Surveys,Questionnaires,Residence Requirements,Eligibility,Program Effectiveness,State Federal Aid,Academic Persistence,Foreign Countries

This study examines the George Coles bursary program--a financial aid plan designed to &quot;keep residents at home&quot; so they can attend university, by providing a bursary in their first year of university following high school graduation. The study offers insight into higher education students' financial circumstances, thereby suggesting policy direction for governments and higher education institutions wishing to retain talent and support student financing. The findings show that the resident students considered in the study appeared to value the bursary. However, none of the key metrics related to participation in or conversion to the home institution indicated that the bursary impacted enrolment or participation. This research highlights the importance of utilizing financial aid in combination with other policies to help students access higher education.
Climate Change and the Canadian Higher Education System: An Institutional Policy Analysis
Author: Henderson, Joseph
Date: 2017-00-00
Type: Journal Articles
Subjects: Climate,Change,Higher Education,Educational Policy,Foreign Countries,Statistical Analysis,Institutional Characteristics,Physical Environment,Environmental Education,Outreach Programs,Governance,Sustainability,Census Figures,Conservation (Environment),Policy Analysis,Strategic Planning,Institutional Evaluation,Universities

Climate change is a pressing concern. Higher education can address the challenge, but systematic analyses of climate change in education policy are sparse. This paper addresses this gap in the literature by reporting on how Canadian postsecondary educational institutions have engaged with climate change through policy actions. We used descriptive quantitative methods to analyze climate change-specific policies from a representative sample of 50 institutions across Canada and found that nearly half had some form of climate policy. Existing policies were then qualitatively analyzed. We found that the most common form of response focused on the built campus environment, with underdeveloped secondary responses focused on research, curriculum, community outreach, and governance policies. We consider the motivations for such institutional action and end with implications for policy makers and future research.
A Survey of Grammar Instruction from Scholastic Perspective
Author: Peng, Yanghua
Date: 2017-00-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Teachers,Role,Educational Quality,Foreign Countries,College Students,Student Attitudes,Surveys

The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorists and teachers hold that the grammar instruction should be taught traditionally and normally. There should be a standard in classroom instruction. However, others argue that grammar instruction should be approached scholastically, especially in cultural or religious practice since scholastic grammar is of great essence in language itself. On the basis of the theories of second language teaching and learning and acquisition and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this paper conducts a survey of grammar instruction at colleges and universities and analyzes the current situation of grammar instruction from scholastic perspective and finds that it is necessary to reconsider the role of grammar instruction and enhance its importance in English teaching and learning. Finally, the paper ends with a conclusion about the deficit of scholastic grammar at colleges and universities and some implications of grammar instruction in the real English language teaching and learning. The survey put forward a basis and reference for Chinese education system especially for liberal education and humanistic quality.
A Study on the Motivational Strategies in College English Flipped Classroom
Author: Suo, Jia
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Blended Learning,Teaching Methods,Educational Change,Independent Study,Student Motivation,Feedback (Response),Learning Activities,Foreign Countries,College English

Flipped classroom is a great reform that brings a huge impact on the classroom teaching. Its essence is autonomous leaning, whose effect is determined by students' motivation. Therefore, to bring the advantages of the flipped classroom into full play, the top priority is to stimulate students' motivation. The paper makes a study on the motivational strategies to be employed in the flipped classroom.
Critical Literacy Practices in EFL Reading Classroom--An Experimental Study towards Chinese University Students
Author: Liu, Yang
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Literacy,English (Second Language),Second Language Learning,Second Language Instruction,Reading Instruction,Teaching Methods,Foreign Countries,Language Teachers,Social Justice,Language Proficiency,Self Concept,College Freshmen,Undergraduate Students,Language Tests,International Schools

English as a world language is more than a way to exchange information but a means to solidify certain social hierarchy and represent certain social interests. English as a Foreign Language (EFL) teachers should instruct critical awareness to empower students to transform social injustice and fulfill responsibilities as global citizens. This experimental study aims to investigate how Chinese EFL reading classes integrate with critical practice, whether critical literacy practice (CLP) contributes to achievements of language proficiency, how critical literacy practice shapes and is reshaped by students' identities, and what contributions critical literacy practice can make to Chinese EFL reading classes. The experimental study throws light on EFL teaching.
The Representation of Library Value in Extra-Institutional Evaluations of University Quality
Author: Jackson, Brian
Date: 2017-00-00
Type: Journal Articles
Subjects: Library Role,Institutional Evaluation,Educational Quality,Quality Assurance,Student Surveys,Accreditation (Institutions),Classification,Value Judgment,Library Research,College Libraries

The ways in which university quality assessments are developed reveal a great deal about value constructs surrounding higher education. Measures developed and consumed by external stakeholders, in particular, indicate which elements of academia are broadly perceived to be most reflective of quality. This paper examines the historical context of library quality assessment and reviews the literature related to how library value is framed in three forms of external evaluation: accreditation, university rankings, and student surveys. The review finds that the library's contribution to university quality, when it is considered at all, continues to be measured in terms of collections, spaces, and expenditures, despite significant expansion of library services into nontraditional arenas, including teaching and research, scholarly communications, and data management and visualization. These findings are contrasted with the frequently invoked notion of the library as the heart of the university.
Exploring the Tensions and Ambiguities of University Department Chairs
Author: Armstrong, Denise E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Department Heads,Ambiguity (Context),Conflict,Barriers,Middle Management,Change Agents,Institutional Characteristics,Change Strategies,Leadership Role,Qualitative Research,Semi Structured Interviews,Administrative Change,Personnel Management,Self Management,College Administration,Foreign Countries

The department chair is a complex middle-management position located at the organizational fulcrum between faculty and senior administration. This qualitative study sought to develop a deeper understanding of chairs' experiences when enacting their dual roles as managers and scholars. Using a basic interpretative study design, we interviewed 10 department chairs from a medium-sized Canadian university. The participants identified three interrelated areas of challenge: managing position, managing people, and managing self. We discuss the tensions and ambiguities inherent within these themes, along with specific recommendations for supporting this position.
Difficulties That English Teachers Encounter While Teaching Listening Comprehension and Their Attitudes towards Them
Author: Alrawashdeh, Ayah Isam
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Listening Comprehension,Questionnaires,Teaching Methods,Interviews,Statistical Analysis,Foreign Countries,Quasiexperimental Design,Elementary Secondary Education

This study is aimed at investigating the difficulties that English teachers encountered while teaching listening comprehension and their attitudes towards the subjectin Karak schools. To achieve the objectives of the study, the researcher used two instruments: a teacher's questionnaire and informal interviews. In order to answer the questions of the study: (1) What are the difficulties that teachers encounter while teaching listening comprehension?; and (2) What are the teachers' attitudes towards English listening comprehension? A questionnaire was designed to explore the difficulties that teachers encountered in teaching listening comprehension. Another convenience sample was used with informal interviews. It consisted of seven teachers of English and they answered three questions. The results revealed regarding the questionnaire covered three domains. Ratios ranged between low for problems related to teacher's proficiency with a mean up to 2.81, and medium for problems related to teaching environment with mean up to 3.32 and availability of sources and teaching aids with a mean up to 3.04.
Female Arab EFL Students Learning Autonomously beyond the Language Classroom
Author: Kocatepe, Mehtap
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Arabs,Independent Study,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Student Surveys,Student Attitudes,Journal Writing,Television,Learning Motivation,Student Motivation,Semi Structured Interviews,Learning Experience,Family Environment,Foreign Countries

Benson's (2011a; 2011b) identification of out-of-class learning as constituted by contexts, resources, levels of formality and more and less intentional pedagogic outcomes was used as a framework to investigate a group of tertiary level female Emirati EFL students' autonomous out-of-class learning experiences. Data collected via a survey, learner journals and semi-structured interviews indicated that out-of-class use of English and out-of-class language learning played a significant role in the lives of students beyond the classroom. These students utilised naturally occurring material resources, in particular movies, television, the Internet and digital and print texts, with varying levels of pedagogic intentionality, in the privacy of homes and perceived such resources as conducive to facilitating language learning. Students created and utilised self-directed naturalistic learning opportunities more than self-instruction and naturalistic learning. The study found that exercising choice and being intrinsically motivated were integral to autonomous out-of-class learning. Discursive resources were influential in enabling or constraining recognition and utilisation of social resources in creating learning opportunities. The paper ends by giving recommendations to educators for creating effective support for autonomous out-of-class language learning.
Correlates of Depression in First-Year College Students
Author: Villatte, Aude
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Depression (Psychology),College Freshmen,Measures (Individuals),Questionnaires,Anxiety,Mental Health,Foreign Countries,Family Characteristics,Family Environment,Student Adjustment,Gender Differences,Sexual Orientation,Objectives

This study aimed to identify and rank the personal, family-related, social, and academic correlates of depressive symptoms in first-year college students. A questionnaire that included the Beck Depression Inventory-II (BDI-II) was administered to 389 first-year college students (mean age = 18.9; SD = 3.38; 59.4% female). Eight variables contributed uniquely to the variance of depressive symptoms and were, in decreasing order of importance: (1) the absence of personal goals, (2) a high level of anxiety and (3) of dysfunctional thoughts regarding success, (4) a lack of emotional adjustment to college, (5) being female, (6) receiving little warmth and encouragement of autonomy from one's mother and (7) from one's father, and (8) being attracted to members of the same or both sexes. These results suggest that a multimodal intervention is required to support students' mental health.
Institutional Logics and Community Service-Learning in Higher Education
Author: Taylor, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Higher Education,Foreign Countries,Administrator Attitudes,Teacher Attitudes,College Faculty,Interviews,Universities,Private Financial Support,Focus Groups,Commercialization,School Community Relationship,Educational Attitudes

This paper explores how community service-learning (CSL) participants negotiate competing institutional logics in Canadian higher education. Drawing theoretically from new institutionalism and work on institutional logics, we consider how CSL has developed in Canadian universities and how participants discuss CSL in relation to other dominant institutional logics in higher education. Our analysis suggests participants' responses to competing community, professional, and market logics vary depending on their positions within the field. We see actors' use of hybrid logics to validate community-engaged learning as the strategy most likely to effect change in the field.
Accompanying Partners of International Students: Reflections on Three Issues
Author: Cui, Dan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,Spouses,Educational Research,Individual Power,Adjustment (to Environment),Gender Issues,Females,Sex Role,Social Class,Race,Differences,Literature Reviews

This paper reviews and critiques the existing literature on accompanying partners of international students (APIS), who are often an ignored population in programs and services for the internationalization of Canadian higher education. Particularly, we identify three issues. First, we argue that current research on this group overwhelmingly focuses on their social and cultural adaptation difficulties while ignoring their agency in dealing with life challenges in the host society. Second, we note that research on this population should go beyond an overemphasis on gender, to include a comprehensive analysis of how gender intersects with other unequal social relations, such as race and class, in contributing to the complexity and multiplicity of their lived experiences. Finally, we suggest that rather than conflating APIS with trailing partners of expatriates or immigrants and treating them as a homogenous group, researchers should do more to address their heterogeneity from an anti-essentialist approach.
Graduand Student Attributes: A Canadian Case
Author: Kanuka, Heather
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Case Studies,Undergraduate Students,Semi Structured Interviews,Student Development,Student Behavior,Student Attitudes,Beliefs,Role of Education,College Role,Educational Benefits,Outcomes of Education,Citizen Participation,Self Control,Critical Thinking,Questioning Techniques,Leadership Qualities,Risk,Problem Solving,Teacher Surveys,College Graduates

The purpose of this qualitative case study was to gain insights into how academics understand undergraduate graduand attributes. The findings reveal some alignment in views about student attributes, including that they are engaged citizens, are self-directed, have imagination, are questioning, are flexible, display leadership, are problem solvers, and possess character. This consistency, however, does not include the spectrum of views on how these attributes are conceived and developed. The findings reveal a range of interpretations regarding the kinds and levels of understandings of how graduand student attributes are developed throughout an undergraduate program of study. The findings indicate that (i) a shared understanding does not exist on how academics construe student attributes, (ii) academics do not share common meanings about the core achievements of a higher education, or how these are developed through students' undergraduate programs, and (iii) student attributes tend not to be perceived as developing from the usual process of an undergraduate education.