ethanporcaro/eric-fulltext-meta huggingface dataset:
Nina B. Hollis Research Impact Award Project: Garden-Based Learning
Author: Cramer, Sarah
Date: 2020-05-00
Type: Journal Articles
Subjects: Gardening,Outdoor Education,Elementary School Students,Partnerships in Education,College School Cooperation,Elementary School Teachers,Faculty Development,Teacher Workshops,Learning Activities,Literacy,Education Majors

School gardens have been shown to increase physical activity and fruit and vegetable consumption, improve student attitudes towards school, decrease problematic behaviors or behaviors associated with attention deficit disorder, and effectively engage students of diverse backgrounds and learning styles. Despite these benefits, many traditionally prepared classroom teachers are not equipped with the skills necessary to successfully integrate garden-based learning into their pedagogy. The Garden-Based Learning Project was developed as a collaboration between Stetson University and a local elementary school to address the gap between the national enthusiasm for school gardens, and the varying levels of comfort with garden-based learning among teachers. In this article, we describe the first year of the Garden-Based Learning Project, highlighting the project's accomplishments and plans for sustainability in subsequent years.
Swamping Errors: A Florida Postmortem for High School Graduation Rate Proxies
Author: Martinez, David G.
Date: 2020-05-00
Type: Journal Articles
Subjects: High School Students,High School Graduates,Graduation Rate,Dropout Rate,Educational Policy,Federal Legislation,Educational Legislation,Elementary Secondary Education,Measurement,Definitions,Correlation

In its regulatory attention on school-level graduation, the Every Student Succeeds Act (ESSA) continues what is historically a federal effort to define graduation and dropping out. These efforts rely on methodology which may not accurately represent the measured outcome. The purpose of this research article is to examine the historical accuracy of graduation-rate proxies commonly used before the federal definition of the adjusted-cohort graduation rate (ACGR) in 2008. Our findings suggest the historical methodologies used to measure graduation have been less sensitive than necessary to estimate district-level graduation accurately. This complicated relationship should give policymakers pause about over-reliance on insensitive measures believing that &quot;better than nothing&quot; is plausibly accurate. We conclude with implications for policy and recommendations for research.
Undergraduate Research Communities for Transfer Students: A Retention Model Based on Factors That Most Influence Student Success
Author: Chamely-Wiik, Donna
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Communities of Practice,College Transfer Students,School Holding Power,Academic Achievement,Transfer Programs

Transfer students face many challenges integrating into a 4-year college that affect their retention and success, yet very little research has documented how to create wraparound programming to support them. There remains a need to establish retention models that are adaptable and can serve a variety of students and institutions. The Learning Environment and Academic Research Network (LEARN) Consortium, a partnership of Florida Atlantic University, University of Central Florida, and Western Carolina University whose focus is on engagement in undergraduate research, addressed this need by developing and testing T-LEARN, a new model for a sustainable science, technology, engineering, and mathematics (STEM) retention program specifically for transfer students who have transitioned to a university setting after receiving their associate's degree at a community college. The new model was developed by adapting a successful retention model for 1st-year students at the University of Central Florida centered around three main pillars: (1) academics/research; (2) mentoring; and (3) community building. In this paper, we describe the development of the T-LEARN model, outline the adaptations made to accommodate the specific needs of transfer students, and present 3 years of implementation data we analyzed to determine what factor(s) most impact transfer student retention and success. Our findings indicate that T-LEARN students' involvement in research during their 1st year was the most significant factor within the T-LEARN program that contributed to their academic success. Additionally, the majority of these students had continued to do research with the same LEARN program faculty mentor 1 year after the program ended.
The Rhetorical Machinations of SB 1720: Defunding Developmental Courses
Author: Larson, Holly
Date: 2020-05-00
Type: Journal Articles
Subjects: State Legislation,Educational Legislation,Educational Change,Rhetoric,Language Usage,Persuasive Discourse,Reports,Community Colleges,Educational Finance,Developmental Studies Programs

The purpose of this paper is to not analyze how effective or ineffective Senate Bill 1720 has been since its implementation five years ago; rather, the paper's guiding goal is to closely examine a report recently published in February 2019 by The Center for Postsecondary Success (CPS) at Florida State University, claiming SB 1720 a success. In the report, &quot;Increasing Momentum for Student Success: Developmental Education Redesign and Student Progress in Florida,&quot; Shouping, Hu, et al. unequivocally state, &quot;In sum, since the implementation of the developmental education reform in Florida in fall of 2014, there has been an increase in student success . . .&quot; (p. 2). My goal is to rhetorically analyze how they construct and deliver their argument, as well as how they situate themselves among their audience, to highlight the interactional, dynamic exchange between stakeholders and writer and expose that this exchange is never neutral, but grounded in a certain time and place. Ultimately, my purpose is to show that this report is not simply about declaring and celebrating its perceived success of SB 1720, but rather an exhibit of effective language and argument-making to assure its stakeholders while convincing other audience members that SB 1720 is a successful educational reform.
An Analysis of Wiki Writing on Writing Performance in Saudi EFL Learners: Exploring New Pedagogies in COVID Times
Author: Khan, Mohammad Imran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Skills,College Students,Student Attitudes,Collaborative Writing,Teaching Methods,Educational Technology,Technology Uses in Education,School Closing,Web Sites,Editing

The exponential rise in social networking sites in COVID-19 pandemic increased interest in them in terms of pedagogical value. Social networking tools like wiki have been suggested to allow shared and interactive online learning. This study examined the role of wikis in fostering mutual writing standards among Saudi EFL learners. Students from a KSA university were engaged using the wiki tool in group projects. Data was gathered from (1) the historic supervision of the revision, (2) the pedagogical value for the Wiki, and (3) group interviews with students. Findings also showed that students who made further collaborative modifications to the wiki received better writing performance. Students generally indicated that the pedagogical meaning of the wiki was reasonably positive as a learning tool in EFL writing environment. The findings demonstrate that wikis encourage collaborative writing amongst EFL learners, but teachers must adopt pedagogical techniques that allow students to use wikis effectively for the purpose during the current period of COVID-19 learn-from-home conjunction. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]
Communicative Needs of Saudi EFL Engineering Students in an EAP Context: Task-Based Needs Analysis
Author: Alhadiah, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Engineering Education,English for Special Purposes,Needs Assessment,Student Attitudes,Student Needs,Interpersonal Communication,Language of Instruction,Communication Skills,Language Skills,Oral Language,Written Language,Public Speaking

Because English language is the medium of instruction in the engineering colleges of all Saudi universities, the aim of this study is to identify the perceived communication needs of undergraduate engineering students using English for specific purposes (ESP) at one such institution, where English is considered a foreign language. Several needs analysis (NA) approaches have been suggested in the literature related to ESP (e.g., Munby, 1978; Hutchinson &amp; Waters, 1987; Long 2005a,b; Long, 2015; Serafini, Lake, &amp; Long, 2015). The current study demonstrates the use a task-based NA approach (Long, 2005a,b; Long, 2015; &amp; Serafini, Lake, &amp; Long, 2015), which involves the use of tasks as a unit of analysis and the triangulation of resources and methods to increase validity and reliability and to better inform course designers. This study uses semi-structured interviews and questionnaires in accordance with the exploratory sequential mixed-methods design (Creswell, 2014), whereby semi-structured interviews are conducted first and the obtained results inform the design of the questionnaires. The findings of this study provide a list of communication tasks as well as insight into the students' perceived frequency and difficulty of the reported tasks. The findings could inform ESP course designers in the university studied in the present study and contribute to general NA literature by demonstrating the use of task-based NA and providing some pedagogical implications for ESP educators.
Morphosyntax Variations of the &quot;Surigaonon&quot; Language in North-Eastern, &quot;Mindanao,&quot; Philippines
Author: Penera, Lesley Karen B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Syntax,Language Variation,Linguistic Theory,Content Analysis,Linguistic Borrowing,Intercultural Communication,Dictionaries,Guides,Morphemes,Language Styles,Language Patterns,Foreign Countries,Malayo Polynesian Languages

Anchored on Labov's notion that some linguistic features may exhibit variants among speakers of the same language within the same community as well as on Parker and Riley's language variation theory, this inquiry which employs a qualitative-content [manifest] analysis assumes that &quot;Surigaonon&quot; exhibits some linguistic variations hence the identification of its lexical and syntactic variants, determination of the morphological processes revealed by the variants, and documentation of the rules of morphological unit combinations established by the morphological processes. This inquiry is propelled by the belief that intermarriages and employment among others have steered &quot;Suriganonons&quot; to encounters with people who speak other languages thus speak some of these languages themselves in formal circumstances resulting into the &quot;adoption and use of non-&quot;Surigaonon&quot; terms&quot; [and structures] and &quot;nativizing&quot; them. Data were sourced from published studies, &quot;Surigaonon&quot; dictionary and handbook, as well as recorded responses from &quot;Surigaonons&quot; obtained by adapting Labov's &quot;rapid and anonymous observations&quot; technique. Findings prove that &quot;Surigaonon&quot; exhibits some linguistic variations which reveal a number of morphological processes establishing several rules of morphological unit combinations. Although some are distinctively native &quot;Surigaonon&quot; alternatives, many are evidently results of the identified morphological processes which include [among others] lexical borrowing, affixation including circumfixation, alternation, clipping, compounding, metathesis, and stylistic syntactic variation through contraction, exclusion, and single morpheme equivalents. Moreover, despite following rules in word formations with majority of the lexical and syntactic variants, &quot;Surigaonons&quot; speak other alternatives that imply language innovation without apprehension of any deviation from established universal convention. Some display nonconformity which might also be the rationale for many of the complex word formations in the same collection despite prior described and established patterns.
Academic Freedom of Saudi University Teaching Staffers: Perspectives and Practices
Author: Al-Saeed, Huda Rashed Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Freedom,College Faculty,Foreign Countries,Teacher Attitudes,College Administration,Gender Differences,Age Differences,Academic Rank (Professional)

Various definitions of academic freedom have been put forward. For many people, this concept can have several meanings. Outside the university context there is some suspicion around the idea of academic freedom, which is seldom understood even by academics. Nevertheless, to promote the growth and dissemination of knowledge the concept of &quot;academic freedom&quot; needs to be broadened and widely embraced. The present study assessed the practice of academic freedom in Imam Abdulrahman Bin Faisal University. The study used a quantitative descriptive research design and applied an evaluative survey to a sample of 154 participants randomly selected from a population of 256 faculty members. The data was generated through an online survey. The study findings showed that faculty members are uncertain about their academic rights and are confused about the extent to which a moderate form of academic freedom might serve their cause. This state of confusion can often impede the smooth running of university administration. Overall, the female members of faculty believe they have greater academic freedoms than their male counterparts. When compared with older staff members, the findings revealed that younger professors and instructors and those in lower ranks had a greater awareness of their academic rights. The results of this study have implications for higher educational institutions in Saudi Arabia.
Stroke Effect of English Teachers on the Learners&apos; L2 Motivational Self-System
Author: Naderi, Samaneh
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Content Analysis,Teacher Behavior,Verbal Communication,Teacher Student Relationship,Learning Motivation,Student Attitudes,Teaching Methods,Learning Experience,Females,Foreign Countries,Pretests Posttests

This study investigated the effect of English teachers' stroking behaviors including positive verbal conditional (PVC), negative verbal conditional (NVC) and no stroke (NS) on the learners' motivation within Dörnyei's Theory of L2 Motivational Self-System. Sixty intermediate EFL learners were chosen as the participants. They were randomly divided into three groups each consisting 20 learners. The motivation questionnaire was administered for three groups to evaluate their level of motivation before treatment implementation. The same content was instructed by one teacher for all three groups. Each group received one type of determined three strokes. At the end of the term, the very motivation questionnaire was applied again for three groups. In addition to the questionnaire, the researcher had interviews with 24 members of participants about their attitude towards the effect of the kind of stroke which they experienced. Analysis of variance (ANOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis were used. The results showed that the teacher's stroking behaviors had significant effects on the learners' language learning motivation. Moreover, there were significant differences among the three types of strokes on three subcategories of L2 Motivational Self-System. The results of the interviews confirmed the quantitative data analysis findings.
Mindsets of High School Students in English Language Learning
Author: Wilang, Jeffrey Dawala
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Cognitive Ability,Public Schools,Foreign Countries,Barriers,High School Students,Language Aptitude,Anxiety,Grammar,Accuracy,Language Proficiency,Pronunciation,Translation,Native Language,Language Usage,Vocabulary Skills,Difficulty Level,Self Concept

High school students' beliefs toward their abilities could be fixed or malleable, and mindset may differ between boys and girls. The aim of this article is three-fold: to examine the beliefs of students as to whether their abilities are fixed or malleable in the context of English language learning, to know if mindsets of boys and girls are significantly different, and to provide an understanding of what difficulties students face in English language learning. Using a modified mindset survey, data from 467 students enrolled in regular programs in public schools in Bangkok was analyzed quantitatively. Findings indicated that students have a growth mindset on their own ability, others' success, criticisms, obstacles, and challenges. However, they tend to have a fixed mindset about putting effort into learning English. Similar to previous studies, there was no significant difference found between girls' and boys' mindsets. Concerning difficulties faced by students in an EFL setting, cognitive, affective challenges, and other challenges were coded. Cognitive challenges cover difficulties in remembering grammar rules and vocabulary, difficulties in understanding some words and accented speech, difficulty in translating from L2 to L1, difficulty in selecting words to use in a specific context, difficulties in listening, reading, and writing, lack of vocabulary knowledge and knowledge about basic English, lack of ability to speak English and practice to speak English, and slow cognitive processing. Meanwhile, affective challenges include fear of making mistakes, high anxiety, lack of interest in studying grammar rules, and lack of selfconfidence and attentiveness. Other codes include negative peer influence and perceived negative teacher acts. Teaching and research implications are discussed to help students build a growth mindset because challenges are ubiquitous in English language learning.
Expectations for and Quality Experiences in Undergraduate Research over Time: Perspectives of Students and Faculty
Author: Kinzie, Jillian
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Student Experience,Educational Quality,Student Attitudes,Teacher Attitudes,College Faculty,College Seniors,College Freshmen,Learner Engagement,Student Surveys,National Surveys,Expectation

Attention to undergraduate research (UGR) is not surprising given its widespread appeal and evidence of educational benefit. Tracking participation and identifying equity gaps in UGR are important markers of access to and equity in educationally beneficial experiences. Information about students' exposure to elements of quality in UGR and how this corresponds to faculty perspectives and instructional practice can help inform efforts to advance and improve UGR. In this article, we use 7 years of data from the National Survey of Student Engagement (NSSE) to explore the national landscape of UGR by examining the responses of 972,088 1st-year students who reported that they planned to participate in UGR before they graduated and the responses of 1,248,854 senior students who reported that they had done or were currently involved in a UGR experience. To complement our student perspectives, we present perspectives on faculty importance of and instructional practice in UGR with data from NSSE's companion survey, the Faculty Survey of Student Engagement, by examining the experiences of 106,000 faculty respondents. Our presentation of descriptive statistics provides a national overview of UGR participation by a variety of salient institutional and student characteristics, a broad summary of faculty involvement in UGR, and baseline data about students' exposure to elements of high-impact UGR.
The Impact of Service-Oriented Undergraduate Research on an Ongoing Participatory Community Action Research Project at Homeless Shelters
Author: Zicka, Jennifer L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Service Learning,Experiential Learning,Civics,Student Research,Participatory Research,Action Research,Homeless People,Emergency Shelters,Research Projects,American Sign Language,Occupational Aspiration,Audiology

This article is a genuine contribution between an undergraduate student (Jennifer Zicka) and her mentor (Dr. Roger Reeb). Jennifer made unique contributions to an ongoing project that empowers and supports guests at homeless shelters as they strive to overcome personal challenges and obstacles related to homelessness. After a brief description of the Project, we celebrate Jennifer's unique contributions, which sets the stage for the centerpiece of the article -- Jennifer's heartfelt reflection on how this experiential learning contributed to her civic-related development, personal growth, and the pursuit of her dream career.
Attitudes of Secondary School Students towards Outdoor Games: A Scale Development Study
Author: Baysal, Emine A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Outdoor Education,Test Construction,Games,Foreign Countries,Factor Analysis

The aim of this study was to develop a reliable and viable scale to determine secondary school students' attitudes towards outdoor games. During development process, firstly, relevant area was scanned and key expressions that would prepare theoretical ground were determined. Based on these key expressions, eleven open-ended questions were prepared and applied to a group of eighty students. In line with data obtained, a 5-point Likert type scale pre-trial form consisting of sixty-four items was created. The pre-trial form was applied to a total of 254 secondary school students in Afyonkarahisar and Usak. Both exploratory and confirmatory factor analysis were used for factor structure. According to analyzes, The Secondary School Students' Outdoor Games Attitude Scale consists of three sub-dimensions and twenty-nine items. It was seen that factor loads of items were between 0.776 and 0.510. It was determined as 54% of variance value for whole scale. CFA result were calculated as X[superscript 2]=851, RMSEA=0.0709; SRMR=0.0509; CFI=0.881 and TLI=0.871. Cronbach's Alpha coefficient was calculated as 0.95. In addition, test-retest application was carried out with thirty participants. There was a thirty-day time difference between the first and second applications. Correlation coefficients between factors was found to be significant. According to the analyzes performed, validity and reliability of scale were ensured. The scale was named as &quot;The Secondary School Students' Attitude Scale towards Outdoor Games&quot;.