ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;And Still We Rise…&quot;: Microaggressions and Intersectionality in the Study Abroad Experiences of Black Women
Author: Willis, Tasha Y.
Date: 2015-00-00
Type: Journal Articles
Subjects: Racial Bias,Aggression,Minority Groups,Females,African Americans,Study Abroad,Racial Factors,Gender Bias,Socioeconomic Status,Social Class,Community Colleges,Two Year College Students,Foreign Countries,Student Experience,Semi Structured Interviews

Racial microaggressions are racial slights and subtle insults aimed at people of color. These may be verbal, nonverbal, and/or visual, and may be automatic or unconscious. The term microaggression is also applied to women or other groups in society who experience oppression. While it has been established that students of color often face racial microaggressions on their home campuses, what happens when African American students study abroad? How is this experience complicated by the intersection of their gender, race, and socioeconomic class identities? This article centers on the experiences of Black women who studied abroad through community colleges. Adding to findings of rich outcomes and positive experiences reported by students in the author's larger study (Willis, 2012), this study yields insight into participants' encounters with microaggressions related to their race and gender while abroad. Overall, participant outcomes were favorable and similar to those previously documented for White students at four-year colleges, however sojourners also faced racial and gender microaggressions from their host cultures and/or their U.S. travel peers in each of the three regions studied: the British Isles; the Mediterranean; and West Africa. Findings shed light on the complex interplay of race, ethnicity, gender, age, and other areas of social diversity for Black women abroad and underscore that campus climate extends beyond U.S. campus borders. Study abroad practitioners face an urgent call to action to address these issues both for Black women and for other students who face microaggressions based on different aspects of their identities, as well. [For the author's larger study, &quot;Rare but There: An Intersectional Exploration of the Experiences and Outcomes of Black Women Who Studied Abroad through Community College Programs&quot; (2012), see ED550342.]
A Supervisory Issue When Utilizing the ASCA National Model Framework in School Counseling
Author: Bryant-Young, Necole
Date: 2014-11-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Models,Supervision,Counselor Role,Ethics,Supervisory Methods

The authors discuss a supervisory issue, in that, the ASCA National Model: A Framework for School Counseling Programs does not emphasize on-going supervision where ethical expectations of supervisors and supervisees in a school setting are clearly defined. Subsequently, the authors highlight supervisor expectations stated with the ASCA National Model as well as highlight further specific suggestions for clinical supervision for school counselors.
International Education in the 21st Century: The Importance of Faculty in Developing Study Abroad Research Opportunities
Author: Giedt, Todd
Date: 2015-00-00
Type: Journal Articles
Subjects: International Education,Educational Research,Study Abroad,Educational Innovation,Program Descriptions,Teacher Collaboration,College Faculty,Undergraduate Study,Foreign Countries,Higher Education,STEM Education,Educational History,Intellectual Disciplines,Program Length,Outcomes of Education,Program Evaluation,Teacher Role,International Cooperation,Scientific Research

This paper argues for a reimagining of education abroad that fuses short-term programming with some kind of experiential research component led by home campus disciplinary faculty, especially those in the sciences, technology, engineering, and math (STEM) fields, in order to better integrate the study abroad program into the core undergraduate curriculum. To show how this could be done, this paper: (1) provides a brief background on study abroad; (2) reviews the relevant literature on the learning goals, program assessment, and faculty engagement in education abroad programs; (3) examines the current state of academic integration within study abroad; (4) explores the growth in undergraduate research at both home and overseas; and (5) identifies the unique opportunities represented in the extensive patterns of international faculty research collaborations, and explains how these patterns could be leveraged into new kinds of study abroad programs. The argument is supported with evidence of innovative programs at several American universities. A bibliography is included.
The Global Engagement Measurement Scale (GEMS): A New Scale for Assessing the Impact of Education Abroad and Campus Internationalization
Author: Shadowen, Noel L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Measures (Individuals),Learner Engagement,Outcome Measures,Test Construction,Test Validity,Cultural Pluralism,Cultural Awareness,Ambiguity (Context),Knowledge Level,Psychometrics,Factor Structure,Pretests Posttests,College Students

The growing popularity and push for engagement in education abroad programs in the U.S. and globally, coupled with the need to demonstrate tangible benefits, has increased focus on how best to assess impact beyond academic outcomes. The purpose of the present study was to develop and validate a brief education abroad assessment that focuses on key constructs, is easy to administer, and is publicly available. The researchers first identified a small set of constructs that were specific, measurable, and likely to change as a result of short- or long-term education abroad programs. Given that intercultural competence has gained considerable traction as an area of inquiry in the field, they wanted to assess related constructs, but consider other options as well. Towards this end, researchers conducted informal focus groups with the University of Delaware's Study Abroad office and other international educators on campus. They also reviewed literature from related disciplines. Although the focus was on the evaluation of education abroad, they aimed to develop a scale that could be used broadly to assess the impact of a range of campus internationalization efforts. Ultimately, the study focused on four specific constructs: cultural engagement; knowledge of the host site; ambiguity tolerance; and diversity openness.
How Many Words Is a Picture Worth? Integrating Visual Literacy in Language Learning with Photographs
Author: Baker, Lottie
Date: 2015-00-00
Type: Journal Articles
Subjects: Visual Literacy,Teaching Methods,Second Language Learning,Second Language Instruction,Cognitive Processes,Visual Stimuli,Photography,Information Technology,Language Skills,Communicative Competence (Languages),Critical Thinking,Scaffolding (Teaching Technique),Inferences,Cooperative Learning

Cognitive research has shown that the human brain processes images quicker than it processes words, and images are more likely than text to remain in long-term memory. With the expansion of technology that allows people from all walks of life to create and share photographs with a few clicks, the world seems to value visual media more than ever before. Communicative language classrooms are an ideal location to cultivate the visual literacy skills involved in viewing and creating images. In this article, the author describes ways to use images to support students' language skills while honing their abilities to analyze and create messages; sophisticated technology or high-resolution cameras are not required. The author first summarizes ways educators have defined visual literacy, provide a rationale for connecting visual literacy to the language classroom, and then gives examples of instructional techniques with photographs.
Listening Cloze Meets Info-Gap: A Hybrid Activity to Exploit Listening Materials
Author: Vargas, Juan Pablo Zúñiga
Date: 2015-00-00
Type: Journal Articles
Subjects: Cloze Procedure,Listening Skills,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Personal Autonomy,Task Analysis,Oral Language,Educational Research,Peer Evaluation,Instructional Materials

In twenty-first-century language teaching, the class should be student-centered and provide learners with skills that empower them in real-life situations. In this regard, it is commonly said that practice makes perfect. It therefore makes sense for teachers to ask themselves how much their listening activities demand from students and to evaluate whether students are getting full benefit from the listening materials being used. The author reflected on his own professional practice as an English teacher and teacher educator and to find innovative, cost-effective ways to fully exploit listening materials, integrate as many linguistic skills as possible, and ultimately foster students' autonomy and language learning by means of peer assessment. Thus, he created a hybrid task by combining one activity commonly used to teach or test listening--the listening cloze--with another activity commonly used to teach speaking--the information gap (info-gap). In this article, the author will cover relevant research and then describe how he conceptualized the hybrid activity, how to put it into practice, and what results he has gotten by using it. The author will also offer ideas on how to make a listening cloze info-gap activity part of a more complex English lesson.
Encouraging Learners to Create Language-Learning Materials
Author: Moiseenko, Veronika
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Developed Materials,Instructional Materials,English (Second Language),Second Language Learning,Foreign Countries,Educational Benefits,Peer Evaluation,Teaching Methods,Scaffolding (Teaching Technique),Learning Activities,Test Construction,Integrated Curriculum

Student-produced materials are a powerful tool for promoting learner autonomy. They challenge the traditional paradigm of education because the very concept of learner-produced materials is based on trust in the student-centered learning process; when developing materials, learners do not rely on the teacher to make every decision. In this article, the author will highlight the educational value of learner-produced materials and discuss methods to encourage students to create materials. As they do, they review content themselves, provide opportunities for peers to review content and engage in peer learning, and contribute to the collection of stored materials available to other classes and future students. The author will also describe a few material-development activities aimed at empowering learners to practice and improve their English.
Teaching Techniques: Using &quot;Storybird&quot; in Young Learners' Creative Writing Class
Author: Giacomini, Laura
Date: 2015-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Instruction,Technology Uses in Education,Teaching Methods,Web Sites,English (Second Language),Teacher Role,English Teachers,Students

Major changes in technology have had an influence on education. Teachers cannot neglect the impact of new technologies and fail to incorporate them in their teaching practice because that would not cater to many students' needs. Ignoring technological advances would also entail not benefiting from an array of online teaching resources and academic material. The question that arises then is: why not make use of the tools that are easily accessible? The author reflected upon her own teaching practice and decided it was time that she tried something innovative in her classes. She had been exploring different online tools and chose Storybird as part of the new media to exploit in creative writing lessons. In this article, she shares the experience of using this website (www. storybird.com) in the classes she teaches and describes the effect it had on learners' writing process.
My Classroom: Ethiopia
Author: Jellick, Matthew
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Experience,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Educational Practices,Teacher Attitudes,College Faculty,Language Teachers,Foreign Countries,Universities,Sustainability,Futures (of Society)

This article describes the teaching experiences of Dawit Negeri, a teacher in the English Department at Ambo University for the past five years. With a bachelor's degree in English and a master's degree in Teaching English as a Foreign Language, Mr. Negeri is familiar with the subject, using his knowledge to share with students the importance of acquiring this global language. With about 30 hours of actual classroom time per week, Mr. Negeri divides his attention between three separate sets of learners. These learners and Mr. Negeri's approach to teaching each type is presented in this article.
The Impact of Learning Communities for Students in Developmental Education: A Synthesis of Findings From Randomized Trials at Six Community Colleges
Author: Weiss, Michael J.
Date: 2015-12-00
Type: Journal Articles
Subjects: Communities of Practice,Community Colleges,Developmental Studies Programs,Academic Achievement,Educational Strategies,Outcomes of Education,Program Evaluation,Program Effectiveness,Student Characteristics,Student Surveys,Student Records,College Credits,Validity,Academic Persistence,College Faculty,Teacher Characteristics,College Students

Community colleges play a vital role in postsecondary education, enrolling more than one in every three postsecondary students. While their importance has grown over the past 50 years, their students' success rates remain low. Consequently, community college stakeholders are searching with mounting urgency for approaches that increase students' success rates. &quot;Learning communities&quot; are one popular strategy. This article describes the results of one of the largest (n ˜ 7,000) independent randomized trials in higher education history--an evaluation of the effectiveness of learning communities for students in developmental education at six community colleges throughout the United States. The estimated overall average effects of learning communities are positive, although quite modest.
Teacher Performance Trajectories in High- and Lower-Poverty Schools
Author: Xu, Zeyu
Date: 2015-12-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Novices,Poverty,Disadvantaged Schools,Scores,Elementary School Teachers,Mathematics Teachers,Correlation,Educational Policy,Educational Change,Teaching Experience,School Effectiveness

This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL]) and lower-poverty (&lt;60% FRPL) schools, teacher performance improves the fastest in the first 5 years and then flattens out in years 5 to 10. Teacher performance growth resumes between year 10 and 15 in North Carolina but remains flat in Florida. In both school-poverty settings, there is a significant variation in teacher performance trajectories. Among novice and early-career teachers, the fastest-growing teachers (75th percentile) improve by 0.04 standard deviations more in student gain scores annually than slower teachers (25th percentile). In both school settings, novice teachers who started with low effectiveness also grew at a slower rate in the next 5 years than novice teachers with higher initial effectiveness. Our findings suggest that the lack of productivity &quot;return&quot; to experience in high-poverty schools reported in the literature is unlikely to be the result of differential teacher learning in high- and lower-poverty schools.
Incorporating Covariates into Stochastic Blockmodels
Author: Sweet, Tracy M.
Date: 2015-12-00
Type: Journal Articles
Subjects: Social Networks,Statistical Analysis,Probability,Models,Computation,Simulation,Feasibility Studies,Markov Processes,Monte Carlo Methods,Regression (Statistics)

Social networks in education commonly involve some form of grouping, such as friendship cliques or teacher departments, and blockmodels are a type of statistical social network model that accommodate these grouping or blocks by assuming different within-group tie probabilities than between-group tie probabilities. We describe a class of models, covariate stochastic blockmodels (CSBMs), that incorporates covariates into blockmodels. These models not only estimate the effects of covariates in the presence of the block structure but also can determine differential covariate effects such as within blocks versus between blocks. For example, education researchers can now determine those factors that mitigate relationships both within schools and between schools. We introduce several CSBMs as examples and present a series of simulation studies to investigate both the feasibility and some operating characteristics as well as fit CSBMs to real network data.
IRT Item Parameter Recovery with Marginal Maximum Likelihood Estimation Using Loglinear Smoothing Models
Author: Casabianca, Jodi M.
Date: 2015-12-00
Type: Journal Articles
Subjects: Item Response Theory,Maximum Likelihood Statistics,Computation,Comparative Analysis,Foreign Countries,International Assessment,Undergraduate Students,Monte Carlo Methods

Loglinear smoothing (LLS) estimates the latent trait distribution while making fewer assumptions about its form and maintaining parsimony, thus leading to more precise item response theory (IRT) item parameter estimates than standard marginal maximum likelihood (MML). This article provides the expectation-maximization algorithm for MML estimation with LLS embedded and compares LLS to other latent trait distribution specifications, a fixed normal distribution, and the empirical histogram solution, in terms of IRT item parameter recovery. Simulation study results using a 3-parameter logistic model reveal that LLS models matching four or five moments are optimal in most cases. Examples with empirical data compare LLS to these approaches as well as Ramsay-curve IRT.
Competing Priorities: Student Perceptions of Helps and Hindrances to Language Acquisition during Study Abroad
Author: Pyper, Marcie J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Undergraduate Students,Student Attitudes,Second Language Learning,Barriers,Spanish,Student Surveys,Pretests Posttests,Language Tests,Interviews,Language Proficiency,Foreign Countries

This article reports on the results of undergraduate students that studied abroad (SA) and primary underlying factors behind their successful language study. The 189 participants were undergraduate students that studied abroad (Spain, Peru, and Honduras) in one of three advanced Spanish language semester-long programs through a Midwest four-year liberal arts college from spring 2011 through spring 2014. Each of the participants had completed at least one upper level course in Spanish prior to the semester abroad. In all three program locations students lived individually with local host families and enrolled in one or more classes with students from the home university, and most had at least one class with native students in the host university. The data collection tools included three components: a web-based survey (pre- and post-program), the Versant Spanish language test (pre- and post-program), and a post-program follow-up interview. Students acknowledged that successful interaction with native speakers required sustained personal effort. They also remarked about the value of intentional L2 communication with NNS peers.
Changing Minds: The Impact of Study Abroad Components on Students' Changes in Their Religious Faith
Author: Poag, Trevor
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Religion,Change,Foreign Countries,Church Related Colleges,Student Experience,Alumni,Undergraduate Students,Qualitative Research,Surveys,Beliefs

Universities increasingly prioritize intercultural learning experiences that prepare students to become competent professionals in an interconnected world (Egron-Polak, 2012; de Witt, 2009). Study abroad represents one such learning experience for U.S. university students. Study abroad programs, although varies in structure and curriculum, share the common characteristic of connecting students to new cultural and educational experiences. Such intercultural learning presents students with opportunities to critically examine and possibly change their perspectives on important issues. In 2003, Engle and Engle created a level-based, hierarchical classification of study abroad programs to highlight the diversity among the programs and provide a means to organize and evaluate the programs. The authors used Engle and Engle's classification system to define the study abroad program in this study, the Latin American Studies Program (LASP). In 2006 Gardner identified seven factors that influence substantive changes of mind, called &quot;levers of change.&quot; He proposed that shifts of mind are likely to occur when the seven levers work together to move a group or individual in a new direction. These levers of change correspond to the program components in many study abroad models. Therefore, the authors chose to use Gardner's framework to explore students' perceptions about change in their religious faith as related to their study abroad experience at LASP. Founded in 1986 and operating through its headquarters in San Jose, Costa Rica, LASP is one of ten study abroad programs provided by the Council of Christian Colleges and Universities (CCCU). LASP implements a semester-long learning experience that prioritizes the perspectives of its Latin American hosts in the program's curriculum and structure. Three questions guided the research described herein: (1) Do LASP alumni perceive their study abroad experience to have influenced a lasting change of mind about their religious faith? (2) When LASP alumni perceive such a change in their religious faith, how do they describe this change and its consequent actions in their communities and around the world? and (3) When LASP alumni perceive such a change in their religious faith, to which LASP components do they ascribe the change?
Learning from Our Mistakes: International Educators Reflect
Author: Shallenberger, David
Date: 2015-00-00
Type: Journal Articles
Subjects: International Education,Online Surveys,Interviews,Study Abroad,Interpersonal Relationship,Cultural Awareness,Program Design,Qualitative Research

It is commonly accepted that we should and often do learn from our mistakes, and it is also quite common to be afraid of making mistakes. International educators are no exception to the experience of learning from mistakes. This author describes a professional meeting where several of the attendees who had been in their field for decades shared some of their greatest lessons reaped from mistakes. At the gathering it was learned that, while cultural gaffes were common, so were mistakes the attendees had made in working with students, bosses, and co-workers: not listening carefully to all sides of a problem, rushing to conclusions, making poor decisions, and so on. This led to wondering about the larger field, and to ask the question of others, &quot;What have you learned from your professional mistakes?&quot; This article comes out of that research. Participants in this project were recruited through requests made on international education listservs. In the end, 40 people answered an online qualitative survey and twelve people were interviewed for deeper insight and information. The results show that the work of an international educator is challenging, due to complex situations across multiple cultures, conflicting values, and paradigm-pushing educational encounters. It is to be expected that these professionals will make mistakes. The overarching lesson here is that one should not be fearful of tripping up, but rather be open to learning from the mistakes made.