ethanporcaro/eric-fulltext-meta huggingface dataset:
My Classroom Columbia
Author: Coulson, Wendy
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Cultural Awareness,Language Teachers,Second Language Instruction,Teacher Attitudes,Teaching Methods,Teacher Student Relationship,Outcomes of Education,Foreign Countries,English for Special Purposes

Yurany Monsalve sees learning English as an opportunity to help students open their minds to different people, countries, and cultures. She believes that learning English is the path to her students achieving their dreams by teaching them values and social skills. This article tells the story of how she commutes (by plane!) between two teaching sites yet manages to still provide her students with English skills and opportunities for learning and growth
Isn&apos;t It Time for Youth Services Instruction to Grow Up? From Superstition to Scholarship
Author: Bernier, Anthony
Date: 2019-00-00
Type: Journal Articles
Subjects: Youth,Library Services,History,Librarians,School Libraries,Scholarship,Library Science,Youth Programs,Library Instruction,Values,Beliefs,Student Attitudes,Library Associations

The overarching assessment of youth services rendered by Leslie Edmonds in 1987 remains largely true today: that its most influential force remains not research, or evidence, or constant professional improvement or addressing field-based challenges, but &quot;superstition.&quot; Research in youth services pedagogy, likewise, offers a perpetually weak response to the field's many and growing challenges. Professional associations advance long and undifferentiated lists of aspirations uninformed by evidence-based research. And course syllabi do not sufficiently differentiate conventional practice from the delivery of evidence-based and measurable definitions of success. Taken together, the teaching of youth services librarianship remains mired essentially in superstition, without a practice rooted in defensible evidence and lacking a clearly understandable, unique, and measurable indicator of success.
Be Slow, Skeptical, and Classify: Recommendations for LIS Education
Author: Mai, Jens-Erik
Date: 2019-00-00
Type: Journal Articles
Subjects: Access to Information,Information Retrieval,Search Engines,Library Education,Librarians,Classification,Libraries,Information Scientists,Information Science

This paper argues that medium for information access becomes central to library and information science. The author discusses the notion of medium, medium neutrality, and personalization and suggests that the dominating paradigm of providing fast, efficient, and neutral systems and services for retrieving information has sidetracked opportunities to explore the impact of medium on information access. The paper makes three specific recommendations for library and information science education: be skeptical, slow down, and understand classification.
Practical Applications of TESOL&apos;s &quot;The 6 Principles for Exemplary Teaching of English Learners&quot;
Author: Hagar, Trenton
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Design,Communities of Practice,Language Teachers,Educational Principles,Teacher Student Relationship,Educational Quality

The &quot;6 Principles&quot; of Teaching English to Speakers of Other Languages (TESOL) are based on decades of research and are meant to serve as universal guidelines for effective English-language teaching and learning. The principles are as follows (TESOL 2018): (1) Know your learners; (2) Create conditions for language learning; (3) Design high-quality lessons for language development; (4) Adapt lesson delivery as needed; (5) Monitor and assess student language development; and (6) Engage and collaborate within a community of practice. The purpose of this article is for the author to offer a closer look at what the principles mean for fellow English as a Foreign Language (EFL) teachers, and to suggest practical ways teachers in almost any country or context can incorporate the principles into their own careers.
Analysis of Student Behaviour in &quot;Habitable&quot; Worlds Using Continuous Representation Visualization
Author: Pardos, Zachary A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Visualization,Online Courses,Course Descriptions,Data Analysis,Behavior Patterns,Models,Teaching Methods,Instructional Improvement,Student Behavior,Recordkeeping,Graphs,Case Studies,Introductory Courses,Science Instruction,Academic Failure,Academic Achievement,Computer Mediated Communication,Group Discussion,Undergraduate Students

We introduce a novel approach to visualizing temporal clickstream behaviour in the context of a degree-satisfying online course, &quot;Habitable Worlds,&quot; offered through Arizona State University. The current practice for visualizing behaviour within a digital learning environment is to generate plots based on hand-engineered or coded features using domain knowledge. While this approach has been effective in relating behaviour to known phenomena, features crafted from domain knowledge are not likely well suited to making unfamiliar phenomena salient and thus can preclude discovery. We introduce a methodology for organically surfacing behavioural regularities from clickstream data, conducting an expert in-the-loop hyperparameter search, and identifying anticipated as well as newly discovered patterns of behaviour. While these visualization techniques have been used before in the broader machine-learning community to better understand neural networks and relationships between word vectors, we apply them to online behavioural learner data and go a step further, exploring the impact of the parameters of the model on producing tangible, non-trivial observations of behaviour that suggest pedagogical improvement to the course designers and instructors. The methodology introduced in this paper led to an improved understanding of passing and non-passing student behaviour in the course and is applicable to other datasets of clickstream activity where investigators and stakeholders wish to organically surface principal patterns of behaviour.
Discovery and Temporal Analysis of MOOC Study Patterns
Author: Boroujeni, Mina Shirvani
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Learning Processes,Study Habits,Research Methodology,Data Collection,Markov Processes,Learning Strategies,Video Technology,Assignments,Learning Analytics

The large-scale and granular interaction data collected in online learning platforms such as massive open online courses (MOOCs) provide unique opportunities to better understand individuals' learning processes and could facilitate the design of personalized and more effective support mechanisms for learners. In this paper, we present two different methods of extracting study patterns from activity sequences. Unlike most of the previous works, with post hoc analysis of activity patterns, our proposed methods could be deployed during the course and enable the learners to receive real-time support and feedback. In the first method, following a hypothesis-driven approach, we extract predefined patterns from learners' interactions with the course materials. We then identify and analyze different longitudinal profiles among learners by clustering their study pattern sequences during the course. Our second method is a data-driven approach to discover latent study patterns and track them over time in a completely unsupervised manner. We propose a clustering pipeline to model and cluster activity sequences at each time step and then search for matching clusters in previous steps to enable tracking over time. The proposed pipeline is general and allows for analysis at different levels of action granularity and time resolution in various online learning environments. Experiments with synthetic data show that our proposed method can accurately detect latent study patterns and track changes in learning behaviours. We demonstrate the application of both methods on a MOOC dataset and study the temporal dynamics of learners' behaviour in this context.
Chinese Teachers&apos; Perceptions of School Family Collaboration: A Study of Elementary Schools in Zhejiang Province
Author: Shu, Zhiding
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Parent School Relationship,Parent Participation,Family Characteristics,Parent Associations,Barriers,Educational Environment,Elementary School Teachers

The purpose of this study is to investigate Chinese teachers' perceptions on school and family collaboration. This is a descriptive study with mainly a quantitative approach to solicit the perceptions of seventy-five Chinese teachers toward collaborative effort between the school and the family. The findings of this study clearly indicated that Chinese teachers understood the importance of parental involvement to student success and that they planned to work with parents to foster a positive environment in support of school and family collaboration. It is recommended that a school-initiated comprehensive school and family collaboration plan be developed to accomplish higher efficiency and effectiveness.
Actualizing Critical Commitments for Community Engagement Professionals
Author: Tryon, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Personnel,Persistence,Social Justice,Higher Education,Partnerships in Education,Service Learning,School Community Relationship,Competence,Experiential Learning,Student Motivation,Identification (Psychology),Social Bias,Racial Bias,Racial Identification,Cultural Influences,Power Structure,Student Characteristics

Community engagement professionals (CEPs) often must develop and maintain equitable, high-quality relationships with community partners while supporting student learning and civic development through cocurricular community engagement or for-credit community-based learning programs. Lack of alignment between campus goals and values and those of communities creates challenges for CEPs. Our community partners have expressed the feeling that students were not adequately prepared for community engagement and that it is the university's job to prepare them. To support partnerships in inclusive and equitable ways, CEPs need to be skilled and comfortable with some critical, complex topics before they can train students or provide professional development to instructors. This reflective essay examines specific strategies for CEPs doing this work, informed by the literature, feedback from community partners and social justice training professionals, and classroom experience. Topics addressed include social identity, systems of privilege and oppression, cultural humility, and institutional-community power dynamics.
Incorporating Social Events into School Curriculum: How It Relates to Student Growth
Author: Liu, Dehua
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Enrichment,Current Events,Elementary School Students,Secondary School Students,Student Development,Social Environment,Learning Activities,Social Responsibility,Educational Needs,Psychological Needs,Educational Resources,Role Playing

Current events happening in society have direct impact on the physiological and psychological development of students in primary and secondary schools. Incorporating social events into primary and secondary school teaching could enhance student learning activities, increase their ability of social recognition, adaptation and contribution to society. Significant attention needs to be paid to selecting social events to fit into meaningful themes which are structured around a set of systematic concepts. Educational and psychological considerations need to be taken in incorporating social events in class activities. Students need to be prepared to assume their role recognition and critical thinking in their involvement of discussion in social events.
Community Engagement Professionals as Inquiring Practitioners for Organizational Learning
Author: Weiss, H. Anne
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Involvement,Inquiry,Organizational Change,Outcomes of Education,Activities,Higher Education,Achievement

This essay examines the inquiry activities that community engagement professionals (CEPs) can utilize to support organizational learning. We advocate for an inquiry approach that focuses on improvement and informing community-engaged practices and organizational change. By unpacking why inquiry is imperative for CEPs and outlining the tensions that may arise, we introduce three concepts: inquiry consists of different yet connected activities including, but not limited to, assessing student learning; CEPs are key knowledge workers in higher education; and, finally, CEPs can and should leverage inquiry to inform institutional planning and systematically align policies, processes, and procedures to demonstrate our public missions for society and other key stakeholders.
Diversity of Online Behaviours Associated with Physical Attendance in Lectures
Author: Brennan, Amelia
Date: 2019-00-00
Type: Journal Articles
Subjects: Attendance,Lecture Method,Technology Uses in Education,Higher Education,Course Content,Management Systems,Instructional Materials,Student Behavior,Behavior Change,Access to Information,College Students,Discussion,Foreign Countries,Large Group Instruction,Teaching Methods,College Faculty

A common use of technology in higher education is the provision of online course materials, invoking an investigation of the ways in which students engage with online course content, and how their participation changes over time. This is particularly necessary in the context of high absenteeism from lectures, where online access may be the only way in which particular students are engaging with the course. In this study, we examine large-scale patterns of attendance in class, as well as four types of access to online materials. We define two online behavioural metrics -- richness and evenness -- to capture the distribution of online behaviours within 255 courses, and examine how these change over time. We find that both physical and online attendance decrease throughout the semester, but the fraction of students present online is considerably higher than the fraction present in lectures. Students adapt their online behaviour, and rare behaviours disappear over time. It is important to consider how we provide content, both face-to-face and online, in order to ensure that as many students as possible are accessing this content in ways that we intend.
From Student Questions to Student Profiles in a Blended Learning Environment
Author: Harrak, Fatima
Date: 2019-00-00
Type: Journal Articles
Subjects: Medical Students,Pharmaceutical Education,Classroom Communication,Questioning Techniques,Student Behavior,Blended Learning,Computer Mediated Communication,Coding,Profiles,Student Characteristics,Predictor Variables,Learning Analytics

The analysis of student questions can be used to improve the learning experience for both students and teachers. We investigated questions (N = 6457) asked before the class by first-year medicine/pharmacy students on an online platform, used by professors to prepare for Q&amp;A sessions. Our long-term objectives are to help professors in categorizing those questions, and to provide students with feedback on the quality of their questions. To do so, we developed a coding scheme and then used it for automatic annotation of the whole corpus. We identified student characteristics from the typology of questions they asked using the k-means algorithm over four courses. Students were clustered based on question dimensions only. Then, we characterized the clusters by attributes not used for clustering, such as student grade, attendance, and number and popularity of questions asked. Two similar clusters always appeared (lower than average students with popular questions, and higher than average students with unpopular questions). We replicated these analyses on the same courses across different years to show the possibility of predicting student profiles online. This work shows the usefulness and validity of our coding scheme and the relevance of this approach to identify different student profiles.
Predictive Learning Analytics &quot;At Scale&quot;: Towards Guidelines to Successful Implementation in Higher Education Based on the Case of the Open University UK
Author: Herodotou, Christothea
Date: 2019-00-00
Type: Journal Articles
Subjects: Prediction,Data Analysis,Higher Education,Distance Education,Administrator Attitudes,Foreign Countries,Program Implementation,Guidelines,Probability,Academic Achievement,At Risk Students,Identification,College Students,Open Universities,Learner Engagement,College Faculty,Teacher Attitudes,Tuition,Professional Personnel,Science Education,Business Administration Education,Learning Analytics

Predictive Learning Analytics (PLA) aim to improve learning by identifying students at risk of failing their studies. Yet, little is known about how best to integrate and scaffold PLA initiatives into higher education institutions. Towards this end, it becomes essential to capture and analyze the perceptions of relevant educational stakeholders (i.e., managers, teachers, students) about PLA. This paper presents an &quot;at scale&quot; implementation of PLA at a distance learning higher education institution and details, in particular, the perspectives of 20 educational managers involved in the implementation. It concludes with a set of recommendations about how best to adopt and apply large-scale PLA initiatives in higher education.
Cooperative Extension Competencies for the Community Engagement Professional
Author: Atiles, Jorge Horacio
Date: 2019-00-00
Type: Journal Articles
Subjects: Extension Education,School Community Relationship,Competency Based Education,College Faculty,College Students,Administrators,Land Grant Universities,Program Administration,Leadership Training,Community Coordination,Partnerships in Education,Cultural Pluralism,Governance,Systems Approach,Logical Thinking,Models,Financial Support,Professional Personnel,Needs Assessment,Job Skills,Community Involvement,School Involvement,Social Change

The community engagement professional (CEP) plays a critical role in engaging faculty, staff, and students with communities. In order to do this in the most effective way, this essay advocates for CEPs to become familiar with the Cooperative Extension system and develop competency for engaging Extension personnel, even when those personnel are not a part of the CEP's home institution. The essay extends the work of Dostilio et al. (2017) on preliminary competencies for the community engagement professional by identifying additional competencies, organized as knowledge, skill, and dispositions, that can help CEPs work with the Cooperative Extension system to maximize engagement opportunities for faculty, staff, and students. This essay also includes ideas for implementing competency training for CEPs. Conclusions include thoughts on preparing the community engagement professional to learn and collaborate with Cooperative Extension to enrich the academic experience and benefit the communities they serve.
Mental Maps as a Strategy in the Development of Successful Intelligence in High School Students
Author: Núñez Lira, Luis Alberto
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Academic Achievement,Intelligence,High School Students,Learning Strategies,Cognitive Style,Creative Thinking,Problem Solving

Mind maps are usually employed by teachers from all the educational levels as powerful learning strategies. This use enables important pedagogic achievements, but they do not exceed their maximum level, due to the dogmatic use of Tony Buzan's mind map (1996). Situation that would be different if it were entirely internalized, understand and applied. Precisely for that reason, the triarchic theory of intelligence developed by Rober Sternberg (1985) allows students to make decisions in several difficult situations with the suitable use of techniques and orientations in the development of the same intelligence. The research was developed by means of the case study from the qualitative focus, in which through the analysis of the evidences found and the use of an instrument that measured the successful intelligence, its development could be confirmed. However, the empiric analysis was not enough for validating the aforementioned development. For that reason, direct observation was chosen during learning sessions accomplished by the teacher responsible for the strategy to be used, and embodied in the field notebook. Likewise, in-depth interviews were conducted by educational psychologists. It should be noted that the analyzed documents have allowed developing the triangulation not only of evidences but also of methodologies, among them the documentary analysis, in order to reach conclusions that demonstrate how the development of the successful intelligence has been achieved. Finally, it is demonstrated than the use of the techniques of the mind maps with an educational strategy adapted to the applied group, achieves the significant development of the abilities of the analytical, creative and practical intelligence.
Tutorial Action for the Development of Social Skills in University Students
Author: Napa, Anthony Johnson Javier
Date: 2019-00-00
Type: Journal Articles
Subjects: Tutorial Programs,Interpersonal Competence,College Students,Foreign Countries,Tutoring,Tutors,Student Attitudes

This research was carried out to design tutorials on the care of undeveloped social skills of university students, through which they express their needs, feelings, preferences, opinions and rights, respecting others and as a consequence self-reinforcement is observed and the probability of obtaining external reinforcement is maximized. The study was approached from the interpretive paradigm, qualitative approach, the projective-holistic method as a systematic process. Diagnostic information was collected from students and tutors, through interviews and focus groups, focused on behavioral, personal and situational skills. From all of this, categories and subcategories were identified that allowed choosing strategies to meet the needs. As a result, it was demonstrated that social skills, an important aspect for insertion and work performance, have not been developed despite the existence of the accompaniment of tutors. Also, the strategies used in the tutorial actions are not adequate; therefore, they must be modified. Also, it was concluded that university institutions must carry out planning processes for tutorials after diagnosis.
Developing Communication Repertoires to Address Conflict in Community Engagement Work
Author: Janke, Emily M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Communication Strategies,Conflict Resolution,Interpersonal Competence,Cultural Differences,Work Environment,Community Programs,Conflict,Competence,Motivation,Knowledge Level,Skill Development

Due to their work engaging with diverse people representing varied institutions and community settings and addressing diverse issues and topics, community engagement professionals (CEPs) must serve as boundary spanners (Child &amp; Faulkner, 1998; Janke, 2009) across differences. Quite often, interpersonal, organizational, cultural, and other differences lead to tensions and conflict. Though CEPs enter into positions and situations in which conflict exists, or is likely to exist, few have been professionally prepared to manage interpersonal conflict. Drawing on a competence-based approach to communicating about interpersonal conflict (Cupach, Canary, &amp; Spitzberg, 2010), this essay suggests key communication capacities, including motivation, knowledge, and skills to manage conflict, even positively transforming conflict in ways that build understanding and relationships. Conflict management is not about learning a single model or a specific script to &quot;end all conflicts.&quot; Instead, conflict management involves developing competency with constructive practices through intentional, sustained effort.