ethanporcaro/eric-fulltext-meta huggingface dataset:
An Intersectional Investigation of Study Abroad Intent among Latino/a and White First-Generation College Students
Author: Goldstein, Susan B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Intention,Hispanic American Students,White Students,First Generation College Students,Undergraduate Students,Regression (Statistics),Predictor Variables

Despite a marked increase in study abroad participation in recent decades, first-generation students and Students of Color remain vastly underrepresented. The current study sought to expand the extant literature on first-generation and Latino/a students' study abroad participation by applying an intersectional approach to identifying predictors of study abroad intent. A total of 478 undergraduates (Latino/a and White; first-generation and continuing-generation) completed a questionnaire based on previously identified predictors of study abroad intent. Separate binary logistic regression analyses for each of the four (ethnicity x generational status) subgroups indicated that personality and intercultural variables predicted intent to study abroad solely for the White continuing-generation students. Exposure to study abroad was a primary predictor of intent across subgroups, yet significant between-group differences emerged regarding the source and extent of this exposure. Implications for study abroad advising and inclusive participation are discussed.
Instructors&apos; Opinion on the Use of Concept Maps for Improving Vocabulary in Teaching Turkish as a Foreign Language
Author: Çarkit, Cafer
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Turkish,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Concept Mapping,Vocabulary Development,Teaching Methods,Immigrants,Foreign Countries

This study aims to determine instructors' opinions regarding use of concept maps during the process of improvement of vocabulary in teaching Turkish as a foreign language. The research was designed according to the case study, one of the qualitative research approaches. The study group of the research consisted of 13 instructors who taught Turkish as a foreign language in the 2019-2020 academic year. The data of the study were collected using a semistructured interview form developed by the researchers. The data obtained in the research process were analyzed by content analysis. According to the results of the research, instructors use concept maps at the end of subject review, while teaching relevant words, at the introduction to subject and while studying with keywords during improvement process of vocabulary in teaching Turkish as a foreign language. Concept maps contribute to the vocabulary teaching process in terms of achieving permanent, easy and meaningful learning. Concept maps are used in the module exams, quizzes and end-theme evaluations in the vocabulary teaching assessment and evaluation process. Mind maps, vocabulary notebooks and lists, and vocabulary cards are used as practices that support concept maps in the vocabulary teaching process.
Communicating Ethical Engagement Abroad: A Content Analysis of Service-Learning Study Abroad Third-Party Provider Websites
Author: Vann Nabi, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Service Learning,Study Abroad,Web Sites,College Students,Guidelines,Risk,Program Descriptions,Organizations (Groups),Human Dignity,Personal Autonomy,Content Analysis,Values,Empathy,Social Responsibility,Standards,Safety,Empowerment,Cultural Awareness,Diversity,Inclusion,Sustainable Development,Cooperation,Conservation (Environment),Selection Criteria,Student Characteristics,Research Skills,Global Approach,Professional Development

This article shares the results of a study that analyzed the website content of eight third-party providers that offer service-learning study abroad programs to college students. The study looked specifically at the information about service-learning projects and how host communities, community partners, and target populations are portrayed or represented within that content. Data are analyzed through the lens of two ethical guidelines for international service-learning defined by The Forum on Education Abroad: prioritization of human dignity and community autonomy; and recognizing the risk of paternalism, exploitation, and neocolonial behavior. The findings of this study serve to provide baseline data about the public information shared by international service-learning program providers about service projects and partners as well as insights into how organizations that produce web content about service-learning partnerships can design information that meets ethical standards related to upholding dignity, respecting autonomy, and challenging paternalism.
Preservice Classroom Teachers&apos; Views of Distance Education Science Laboratory Activities
Author: Arslan, Ayten
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Distance Education,Science Instruction,Science Laboratories,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Barriers,Program Effectiveness,Foreign Countries

This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Accommodating Students with Autism Spectrum Disorder in Communication Centers: The Development of Video Modeling Techniques
Author: Simon, Isaac
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Video Technology,Modeling (Psychology),Teaching Methods,Tutoring,Academic Support Services,College Students,Communication Skills,Public Speaking,Students with Disabilities

Every year, more students with Autism Spectrum Disorder (ASD) are applying and being accepted into universities (Hansen, 2011). Communication centers serve a diverse range of students whose particular needs vary. While current tutor methodology is an effective way of approaching traditional students' needs, students with ASD, and the tutors who work with them, require additional tools to provide necessary support services. To accommodate the needs of students with ASD, communication centers must develop the tools and training methods essential to students' success (Glennon, 2016). Video modeling has shown to be an effective tool, especially regarding students with ASD, for developing social and communicative skills through observational learning (Bellini &amp; Akullian, 2007; Cihak, D., Fahrenkrog, C., Ayres, K. M., &amp; Smith, C., 2010; Hayes et al., 2015; Mason, R., Rispoli, M., Ganz, J. B., Boles, M. B., &amp; Orr, K., 2012). Limited research exists regarding how tutoring services at universities can support students with ASD. The services that communication centers offer provide a unique forum for the development and implementation of inclusive consulting techniques. This research proposal explores the current literature on the use of video modeling for skill based learning and discusses its application as an instrument for training communication center consultants and increasing public speaking proficiency for higher education students with ASD.
First-Generation College Student Network
Author: Williams, Ashleen
Date: 2021-00-00
Type: Journal Articles
Subjects: First Generation College Students,Social Support Groups,Academic Achievement,Access to Education,Equal Education

Authors describe the college's First-Gen Student Network, a cohort of faculty, students, and practitioners committed to equity, access, and success of first-generation learners. Optional biweekly meetings address a range of topics, including financial aid and opportunities for employment.
Tutors or Teachers: Taking an Instructive Role in the Communication Center
Author: Beatty, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Tutors,Teacher Role,Communication (Thought Transfer),Academic Support Services,English (Second Language),Second Language Learning,College Students,Communicative Competence (Languages)

As writing centers continue seeing an influx of multilingual writers, we must take into consideration the writing center's position as a language center. Rather than simply accommodating these writers, writing center tutors should consider how we can best aid these students, including developing their vocabularies and language comprehension. Adding a general understanding of linguistics, including specific grammar and syntax rules, to tutor training will allow us to help multilingual writers build the knowledge they need to better grasp the complexity of English.
Founders Award Acceptance Speech (18 December 2020)
Author: Portnoy, Jeffrey A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Videoconferencing,Public Speaking,Honors Curriculum,Educational History,Recognition (Achievement)

Jeffrey A. Portnoy offers some history of the journals and monographs published by the National Collegiate Honors Council (NCHC) as well as insights into the work done by NCHC's Publications Board and its editors. He provides several morals or lessons based on his leadership roles and long career in honors education. [This article presents a slightly revised version of the address that Jeffrey A. Portnoy delivered on December 18, 2020, at the Zoom Awards Ceremony during the COVID pandemic.]
Disrupting Neoliberal and Neocolonial Ideologies in U.S. Study Abroad: From Discourse to Intervention
Author: Moreno, Rhia
Date: 2021-00-00
Type: Journal Articles
Subjects: Neoliberalism,Ideology,Foreign Countries,Study Abroad,Global Approach,Citizenship,Cultural Awareness,Foreign Policy,Critical Thinking,Postcolonialism

This review highlights the neoliberal and neocolonial ideologies embedded within discourses surrounding U.S. study abroad, specifically regarding global citizenship. Drawing on existing literature and recent rhetoric promoting study abroad, it contextualizes contemporary U.S. study abroad from a critical perspective. Synthesizing the voices of critical scholars builds toward the need for intervention that intentionally incorporates critical pedagogies including decolonizing pedagogies and a focus on guided critical reflection and equitable interaction. This article includes a review of research focused on such critical frameworks in study abroad as a potential guide for study abroad educators and administrators to begin to reframe U.S. study abroad.
Beyond Audacity: Supporting Sonic Futures through the Digital Audio Workstation
Author: Romney, Abraham
Date: 2017-00-00
Type: Journal Articles
Subjects: Audio Equipment,Teaching Methods,Periodicals,Computer Software,Phonetics,Speech Communication,Journal Articles,Communications,Computer Software Selection,Decision Making

The article suggests that the non-destructive editing features of the Digital Audio Workstation (DAW) can be useful for communication centers and for the support of multimodal assignments because they can promote greater attention to sound. The turn to the DAW is situated in a tradition of embracing sonic technologies for pedagogical purposes through analysis of the history of discussions of microphonic and recording technology in the &quot;Quarterly Journal of Speech.&quot; The author surveys available DAW software and cites experience using it at one center.
Global Literature in Tandem with Study Abroad: Cultivating Intercultural Competence for Preservice Teachers
Author: Medina, Adriana L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cultural Awareness,German Literature,Novels,Study Abroad,International Education,Teacher Education Programs,Elementary School Teachers,Films,Cultural Context,Profiles,Student Attitudes,Reflection,Essays,Experiential Learning,Foreign Countries,Urban Areas

The purpose of this study was to examine how literature study and study abroad, in combination as methods of internationalization, influence preservice teachers' (PSTs) intercultural competence and potential future classroom practices. Elementary education PSTs studied abroad in Germany for five weeks. As part of the preparation, they read a German novel identified as global literature. While abroad, they saw the corresponding movie and had conversations with German peers to better understand it within its cultural context. Three sources of data - My Cultural Awareness Profile, a Germany Questionnaire, and a Critical Blueprint novel reflection essay -- were analyzed. To better connect experiential learning abroad to future teaching, faculty guided PSTs to critically examine their pre- and post-responses. The findings indicate global literature is effective to begin to shift PSTs cultural perspectives. In combination, literature study and study abroad bring a global perspective to teacher preparation that can cultivate PSTs' intercultural competence.
Computer Game Addiction in Gifted Students and Non-Gifted Children: A Caution for Technology-Oriented STEM Activities
Author: Ogurlu, Uzeyir
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Games,Addictive Behavior,Academically Gifted,STEM Education,Learning Activities,Elementary School Students,Foreign Countries,Individual Differences

The aim of this research was to examine computer game addiction levels in gifted students, in comparison with addiction levels in non-gifted students. Data were obtained from 614 (169 gifted, 445 non-gifted) primary school students in Turkey, by using The Computer Game Addiction Scale for Children. This research was a correlational study using ANCOVA to compare gifted and non-gifted samples, and the multiple regression was conducted to determine predictors of game addiction in the gifted sample. Research findings showed that there was no statistical difference between gifted and non-gifted students' computer game addiction levels, after controlling for the gender, school type, and game type. However, there was a significant difference in addiction scores between males and females in the sample whilst controlling for the giftedness, school type, and game type. Finally, gender and daily playtime have been found to be significant predictors of game addiction in gifted students.
&quot;Movies, TV Shows, and Memes . . . Oh My!&quot;: An Honors Education through Popular Culture and Critical Pedagogy
Author: Faidley, Evan W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mass Media Use,Honors Curriculum,Popular Culture,Critical Theory,Teaching Methods,Interdisciplinary Approach,Student Experience,College Students,Self Motivation,Self Control,Learner Engagement,College Athletics,Fraternities,Sororities,Race,Social Class

Entertainment media and popular culture often overdramatize the college experience. An honors colloquium engages students in scholarly research and discourse involving thematic elements of academic life in popular culture. An interdisciplinary approach to race, class, the professoriate, Greek life, and foreign experience is espoused. Through a lens of critical social theory, students deconstruct misinformed &quot;stories most often told&quot; to reconstruct more cogent understandings of college life and student experience. With a curriculum designed to advance social justice through equitizing education and amending cultural perceptions, this colloquium helps develop self-motivated, self-regulated, and engaged learners.
Putting Community Voice and Knowledge at the Center
Author: Sondag, Lynn
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Involvement,Service Learning,Honors Curriculum,Social Justice,Community Programs,Art Activities

Service-learning curriculum is grounded in a critical, asset-based framework of community engagement to guide honors students beyond a mere acquisition of skills toward understanding how participatory and democratic processes increase social equity and justice. An innovative, collaborative community arts program is described.
Preparing for an Honors Capstone: Interdisciplinary Methods and Ethics in a Research Methods Course
Author: Collins, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Capstone Experiences,Interdisciplinary Approach,Ethics,Research Methodology,Courses,Undergraduate Students,Student Research

Teaching interdisciplinary research methods to honors students across disciplines is complex. A pre-capstone seminar, The Art of Inquiry, centers ethical considerations within and beyond individual research interests, helping junior and senior students of all majors prepare for ethical, scholarly projects.
An Investigation of Teachers&apos; Self-Assessments of Their Ability to Create a Positive Classroom Environment
Author: Tüzel Iseri, Emel
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Self Efficacy,Classroom Environment,Classroom Techniques,Teacher Student Relationship,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Gender Differences,Teacher Effectiveness,Foreign Countries

The aim of this study was to examine teachers' self-assessments of their ability to create a positive classroom environment. The study used a survey method, and the sample was composed of 260 teachers who worked in the province of Tokat in Turkey in the 2017-2018 academic year. Research data were collected through the Class Control Index developed by Howard (1978) and translated into Turkish by Özden (2005). To analyze the data, the researchers used the t-test, one-way analysis of variance, Kruskal-Wallis H and Mann-Whitney U tests, and Pearson Moments Multiplication Correlation Coefficient. According to the results, teachers have high self-assessments of their ability to create a positive classroom environment. Primary school teachers had higher self-assessment scores than middle and high school teachers. Women's scores were higher than men's, classroom teachers had the highest scores, and information technology teachers had the lowest. In addition, there was no significant difference in terms of age, occupational seniority, postgraduate education, type of school (for high school teachers), department from which teachers graduated, or classroom management. [Cover Title: &quot;Investigation of Teachers' Self-Assessment to Create a Positive Classroom Environment.&quot;]
An Investigation of the Relationship between High Schools&apos; Instructional Capacity and Academic Achievement
Author: Yalçin, Mehmet Tufan
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,High School Students,Capacity Building,School Effectiveness,Instructional Effectiveness,Teacher Effectiveness,Instructional Materials,Instructional Leadership,Learning Readiness,Academic Achievement,Achievement Gains,Educational Environment,Resource Allocation,Placement Tests,Scores,Teacher Student Ratio,Vocational High Schools,Foreign Countries

The purpose of this study was to examine the relationship between high schools' instructional capacities and students' achievement gains. Designed using a relational screening model descriptive research method, the study draws upon the statistical data on students' high school and UPE success scores obtained from Ministry of National Education and Center for Evaluation, Selection, and Placement as well as teachers' responses to the data collection tool in this study. The Instructional Capacity Scale (ICS) was the data collection instrument the researchers developed. The ICS has six subscales, including instructional management practices, teacher quality, quality and quantity of curriculum and materials, instructional climate, students' readiness to learn, and financial resources. The data were analyzed using multilevel structural equation modeling (ML-SEM) to determine the direct or indirect relationships between dependent variables and independent variables. The findings show that teacher quality and students' readiness to learn affect students' achievement directly, while there is an indirect relationship between instructional climate and instructional management practices. There is also evidence to suggest that the previous achievement level of students is the most effective variable for predicting academic achievement. The findings have confirmed the model presenting that instructional capacity components affect the academic achievement of the students either directly or indirectly. In this sense, the most effective variable on the students' academic achievement was the previous academic achievement level (SBS base scores). Several limitations and recommendations for future research are provided.
Teaching Hamilton: A Team-Taught, Interdisciplinary Honors Course
Author: Jones, Rusty
Date: 2021-00-00
Type: Journal Articles
Subjects: Team Teaching,Teaching Methods,Honors Curriculum,Interdisciplinary Approach,United States History,Public Officials,Music Theory,Music Education,Political Science,Majors (Students),College Faculty,Undergraduate Students,Drama,Music,Student Surveys,Course Descriptions

This essay gives a broad overview of a team-taught course on Alexander Hamilton that merges discourses in music theory and political science. Authors describe pedagogical approaches to teaching both the musical &quot;Hamilton&quot; to non-musician students and Hamilton's history and politics to students not majoring in these fields. Contrasting challenges and outcomes of the seminar's first (2017) offering with its second (2020), authors consider the scope and implications of cultural intelligence and scholarly interdisciplinarity, maintaining that courses team-taught by instructors of different disciplines make connections across disciplines more explicit for students and enhance the transdisciplinary nature of the honors experience. Pre-course assessments are included, and future directions for team-teaching are discussed.
Investigation of the Relationships between Optimism, Perceived Social Support, and Hope
Author: Tras, Zeliha
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Positive Attitudes,Social Support Groups,Psychological Patterns,Life Satisfaction,Well Being,Family Income,Parent Attitudes,Preservice Teachers,Young Adults,Foreign Countries

The aim of this research is to examine the relationships between optimism, perceived social support and hope. The dependent variable of this research is optimism and its independent variables are perceived social support and hope. The study group consists of 435 teacher candidates, as 331 females (76.1%) and 104 males (23.9%). In the research, the Life Orientation Test, the Multidimensional Scale of Perceived Social Support, the Adult Trait Hope Scale and personal information form were used as data collection tools. Correlational research model was used in the research. The data were analyzed using SPSS (21.0) program. In the analysis of the data, t-test, one-way variance analysis, Pearson correlation coefficient and multiple linear regression analysis were used. According to the findings of the study, it was found that the optimism of teacher candidates did not differ significantly according to gender, but differed significantly according to perceived income level and perceived parental attitude. A positive relationship was found between optimism and perceived social support and hope. It was found that perceived social support and hope variables predicted optimism. The findings were discussed based on the literature and suggestions were developed.