ethanporcaro/eric-fulltext-meta huggingface dataset:
What We Talk about When We Talk about Donald Murray: Revisiting &quot;A Writer Teaches Writing&quot; at 50
Author: Michaud, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Rhetoric,Educational History,Writing Teachers,Hidden Curriculum,Authors,Process Approach (Writing)

In this Retrospective I revisit Donald Murray's &quot;A Writer Teaches Writing,&quot; fifty years old this year, and argue for a reconsideration of Murray's legacy within composition and rhetoric by claiming that the frame with which scholars and teachers of writing have tended to understand Murray (i.e. Donald Murray = Expressivist) is limiting and fails to do justice to Murray's broader contributions to the field's disciplinary ethos.
Message in a Bottle: Expert Readers, English Language Arts, and New Directions for Writing Studies
Author: Elliot, Norbert
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Language Arts,Writing Research,Writing Instruction,Writing Evaluation,Peer Evaluation,Expertise,Models,Reading Processes,Metacognition,Audience Awareness

Expert readers' responses to texts offer specific, meaningful insights useful in building English language arts models (ELA) for student writers. In the case of academic peer review, previous research has demonstrated that expert reviewers have specific expectations involving readers, texts, and processes. Identifying congruence between research on expert readers and the design of ELA models, however, has proven elusive--and detrimental to the advancement of student learning. One promising integrative direction is the study of two complementary ELA models, one emphasizing the role of meta-reading and the other of cognition. To explore the capability of an ELA model for writing studies informed by expert reader practice, we present a case study that has educative implications for the teaching of writing. Specifically, the study reports the observations of six expert readers reviewing manuscripts for an academic journal in writing studies. Following completion of an online survey of their reading aims as they reviewed manuscripts for publication, colleagues participated in a 30-minute semi-structured recorded interview about their strategies. The interview responses were coded using both meta-reading and cognitive models. Based on analysis of 529 reviewer comments included in the analysis, the findings support conceptualization of integrated, multi-faceted ELA models. While limited, our study has generative research and classroom implications for the development of writing studies pedagogy.
In Their Own Voices: Experiences of Dalit Students in Higher Education Institutions
Author: Maurya, Rakesh Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,College Students,Social Class,Social Bias,Social Discrimination,Social Isolation,Educational Environment,Student Attitudes,Peer Relationship,Stereotypes,Teacher Student Relationship,College Administration,Self Concept,Place of Residence

This qualitative study explores the experiences of Dalit students in one of the state universities of Uttar Pradesh in India. An Interpretative Phenomenological Analysis (IPA) was conducted to understand the experiences of Dalit students at higher education institutions, including caste-based prejudice and discrimination on campus. A total of seven themes emerged indicating caste-based prejudice and discrimination against Dalit students in both explicit and subtle ways at various levels of the university. Caste-based discrimination, humiliation, and exclusion were experienced by Dalit students at the level of fellow students, faculty, and administration.
Implementation of Multicultural Education in Unschooling and Its Potential
Author: Chase, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Home Schooling,Student Centered Learning,Learner Controlled Instruction,Multicultural Education,Educational History,Nontraditional Education,Curriculum Implementation,Perspective Taking,Social Action,Socioeconomic Status,Race,Sex,Racial Bias,Gender Bias,Equal Education

Unschooling is a form of homeschooling in which parents allow children to self-direct their education. To determine if there was any evidence of unschoolers attending to the goals of multicultural education, we conducted a content analysis of a germinal resource--the 1977-1981 issues of &quot;Growing Without Schooling&quot;(&quot;GWS&quot;). Our analysis revealed that, in the early years, the content of this magazine depicted some degree of exposure to issues of oppression related to race, gender, and social class, but relatively rare engagement from the perspective of the marginalized, and minimal focus on taking social action to mitigate societal inequities.
Instructors&apos; Perceptions of English for Academic Purposes Textbooks at University Level
Author: Tawalbeh, Thaer Issa
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English for Academic Purposes,Second Language Learning,Second Language Instruction,Content Analysis,Positive Attitudes,English (Second Language),Language Teachers,Likert Scales,Foreign Countries,College Faculty

The present paper aims to investigate EFL instructors? perceptions of Cambridge English Unlimited (CEU) textbooks taught at Taif University English Language Center (TUELC) in the Academic year 2017-2018. To achieve this purpose, the researcher attempted to answer three questions. The first investigates instructors? perceptions of the textbooks. The second question aims to find out the features that add to the strengths of the textbooks. The third question is an attempt to reveal the shortcomings of the textbooks from the instructors' perspectives and their suggestions to overcome these drawbacks. A questionnaire of 4-Likert scale was used to gather data from ninety two instructors to answer the first two questions, and content analysis was used to answer the third question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation and percentages. The results showed that instructors have a very positive attitude towards the textbooks in terms of the criteria and features investigated in the first two sections of the study tool. These answer the first two questions. However, they had certain concerns and suggestions in aspects other than those included in the study tool. These have been summarized according to their frequency of occurrence in the instructors' responses. Based on the results, the researcher drew a number of conclusions and recommendations.
Brazilian Immigrant Adolescents: Stress and Support Identified in Ecomap Drawings
Author: Tennant, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Immigrants,Freehand Drawing,Coping,Stress Variables,Friendship,Exercise,Team Sports,Family Relationship,Difficulty Level,Parent Child Relationship,Foreign Countries,Social Support Groups,Student Attitudes,Urban Schools,High School Students,Religious Factors,Individual Differences,Academic Achievement,English (Second Language),Second Language Learning

This study investigated the perceived sources of support and stress of Brazilian immigrant adolescents living in the United States. The sample was comprised of 62 Brazilian immigrant adolescents between the ages of 14 and 19 (M = 16.55, SD = 1.31). The study also explored how these individuals cope with stress and how they help their friends. Perceived sources of support and stress were assessed by Ecomap drawings and a questionnaire. Thematic and frequency analyses were conducted to identify major sources of support and stress for this group. Results revealed that the most frequently reported sources of support were exercise, sports, family members, and friends. A culture-specific source of support for the males of this group was soccer. The most commonly reported sources of stress were the difficulty and quantity of schoolwork and relationships with parents. Participants depicted ambivalent relationships in their lives through their Ecomap drawings. Family members, teachers, learning English, and jobs were perceived as sources of both support and stress. Each student's cluster of support and stressors was also reflected in their Ecomap drawings. Participants described listening to music, spending time alone, and exercising as strategies for coping with stress. Participants help their friends to cope with distress by consoling, spending time together, and providing social support. Results from this study were distinct from those of similar studies with other populations such as immigrants from another country or Brazilians in Brazil. Implications of these findings for culturally sensitive education and student services in higher education were discussed.
The Curricular and Technological Nexus: Findings from a Study of ePortfolio Implementation
Author: Egan, John P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Allied Health Personnel,College Students,Foreign Countries,Scholarship,Instruction,Learning,Health Sciences,Curriculum,Technology Uses in Education,Educational Technology,Reflection,Feedback (Response),Scaffolding (Teaching Technique),Academic Support Services,Computer Mediated Communication

This paper presents findings from a qualitative study of ePortfolio experiences among health professions students at a major Australasian research-intensive university. This exploratory study of the scholarship of teaching and learning (SoTL) aims to understand the experiences and perspectives of students introduced to program-level ePortfolios across multiple curricula in the health sciences. Six key themes emerged from the data: benefits of an ePortfolio at the curriculum level, ePortfolios as an enabling technology, the value of reflection, the role of user support, the speed and quality of feedback, and mitigating distance and isolation. These data show that a program-level strategy that embeds ePortfolios across a curriculum, including delivering assessable tasks in the ePortfolio platform, is beneficial to students when a scaffolded, structured approach is taken.
Sports Experiences as Funds of Knowledge for Science: College Students&apos; Ideas about Science in American Football
Author: Borgerding, Lisa Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,College Science,Undergraduate Students,Team Sports,Athletics,Physical Sciences,Scientific Concepts,Concept Formation,Prior Learning,Misconceptions

Physics and physical science content are essential for many professional fields, and they are an important component of scientific literacy. Yet, students are commonly less engaged in physics learning at all levels. Funds of knowledge approaches to science instruction build upon learners' real-world experiences and interests in order to make science learning more relevant and engaging. This study investigates how college undergraduates' football experiences elicit physical science content knowledge with a larger goal of developing physical science instruction that better connects to learners. This exploratory interpretive study utilized individual interviews and a focus groups with 22 college students to elicit their ideas about a variety of common football contexts: kicking, pursuit, throwing, and football deflation. The analysis identified several physical science concepts elicited by particular football scenarios, particular football experiences that could be utilized in science instruction, and some misconceptions or points of confusion about physical science concepts. Implications for curricular development, teacher education, and research are provided.
Digital Ethics and the Use of ePortfolio: A Scoping Review of the Literature
Author: Wilson, Christine Brown
Date: 2018-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Higher Education,College Students,Ethics,Employment Qualifications,Privacy,Confidentiality,Information Security

ePortfolios have become more than simple repositories for professional development, achievement, and assessment; they now provide opportunities for students to develop an online profile and presence. As ePortfolios become more widely implemented in higher education, some unintended consequences around privacy, consent, and confidentiality have caused ethical dilemmas, particularly with vulnerable communities such as patients and children. This systematic scoping review found a dearth of literature surrounding policies and guidelines for students. While there appears to be guidance on consent with respect to accessing information or images from vulnerable communities, there is limited guidance on how to address the ethical use of information online. When planning, reviewing, and evaluating guidelines provided for students to develop their personal ePortfolios, ethical use of online information requires careful consideration. Such guidelines will prevent negative impacts on vulnerable communities and improve the quality of work produced by students and their understanding of digital ethics when creating ePortfolios.
Impact of a Portfolio Program on Self-Assessment Skills Involving General Longitudinal Outcomes
Author: Scartabello, Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Self Evaluation (Individuals),Program Effectiveness,Communication Skills,Cultural Awareness,Critical Thinking,Problem Solving,Evidence Based Practice,Professionalism,Leadership,Teamwork,Interprofessional Relationship,Pharmaceutical Education,Outcome Measures

Self-assessment is important in student and professional development. This study evaluated the impact of a structured electronic portfolio program that provided primarily global feedback on pharmacy students' self-assessment skills related to five general outcomes over a two-year period. The self-assessed outcomes, common to many academic programs, were communication/cultural competence, critical thinking/problem solving, evidence-based practice, professionalism/leadership, and teamwork/inter-professional collaboration. The primary outcome measure was a change in scores for each outcome from the students' earliest gradable submission to their latest over a two-year period, using a scoring rubric (maximum = 21 points) to evaluate self-assessment quality. Mean scores improved significantly for all outcomes. From the earliest to latest portfolio submissions across all longitudinal outcomes, rubric scores improved in 61% of submissions, remained the same in 16%, and decreased in 23%. A total of 141 submissions (41%) had a score increase of two or more points, with 45 entries (13%) increasing by &gt; four points. Only 37 (11%) had a decrease in score of two or more points, with just nine entries (3%) showing a decrease of &gt; four points. This article describes a unique portfolio program to develop students' self-assessment skills, including improvements that can be extrapolated to students across many academic disciplines.
Assessing the Feasibility and Acceptability of ePortfolios in an Inclusive, Graduate-Level Interdisciplinary Training Program
Author: Wells, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Portfolios (Background Materials),Graduate Study,Interdisciplinary Approach,Training,Electronic Publishing,Feasibility Studies,Program Implementation,Program Evaluation

While the use of electronic portfolios has been thoroughly explored in undergraduate and discipline-specific graduate programs, less research has been conducted among interdisciplinary adult learners. This case study explores the feasibility and acceptability of ePortfolios across two years of implementation in an inclusive, graduate-level interdisciplinary training program. After initial implementation with cohort one, focus groups revealed the need for ongoing accountability and support, the importance of transparency and clarity, challenges related to buy-in, and unanticipated tensions between the personal and professional role of the ePortfolio. Between implementation years one and two, improvements were made to the ePortfolio process based on trainee feedback. Following implementation with cohort two, these changes and trainee perceptions of the ePortfolio process were assessed with open-ended surveys. Cohort two also identified personal challenges related to technology and endorsed the importance of accountability and support; however, they also identified a much greater appreciation for the ePortfolio as a new technology and the ways it helped them document, reflect on, and integrate their training experiences into their identity. These results indicate that the ePortfolio is a promising technology in interdisciplinary settings for integrative learning and holds potential for program assessment; however, accountability, support, and transparent communication are needed to realize its full potential.
Interrogating the &quot;Deep Story&quot;: Storytelling and Narratives in the Rhetoric Classroom
Author: Yam, Sharon
Date: 2018-00-00
Type: Journal Articles
Subjects: World Views,Personal Narratives,Student Attitudes,Assignments,Writing (Composition),Ethics,Interpersonal Relationship,Story Telling,Rhetoric,Teaching Methods,Dialogs (Language),Persuasive Discourse,Perspective Taking,Political Attitudes,Social Environment,Peer Relationship,College Students

This article posits that inviting students to interrogate and share their worldviews through personal narratives could promote mutual inquiry across difference. Detailing a series of assignments and activities developed from the model of invitational rhetoric, this article analyzes students' writing and reflections to demonstrate how mutual listening and inquiry function as an effective means to cultivate self-reflexivity and ethical relations with others who do not share the same positionality.
The Use of Artistic Tools in Composition Pedagogy
Author: Winkler, Kyle
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Criticism,Creative Writing,Fiction,Poets,Journal Articles,Literary Devices,Dictionaries,Folk Culture,Art,Language Usage,Writing (Composition)

Despite claims that Creative Writing and Composition don't speak to one another, this article finds that composition does borrow fictional craft elements and artistic tools. Moreover, these devices and tools show up in composition pedagogy in two ways: explicitly or implicitly. Many of the tools found come from fiction writers and poets, while some are from creative non-fiction writers. The article searches through 17 years of journal articles to show how artistic tools are discussed, used, and how teachers adopt or theorize them for writing students. What the essay proposes is a greater independence of the student writer as a harvester and user of rhetorical tools and to have students go past mere techniques into a more conscious use of the tools available to them outside of what the teachers offer, since there could be, and surely are, more options for analytical and artistic creation and criticism.
The Postmonolingual Condition and Rhetoric and Composition Ph.D.: Norming Language Difference in a Doctoral Program
Author: Kilfoil, Carrie Byars
Date: 2018-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Writing (Composition),Rhetoric,Student Attitudes,Monolingualism,Multilingualism,Ideology,College Curriculum

Despite claims that Creative Writing and Composition don't speak to one another, this article finds that composition does borrow fictional craft elements and artistic tools. Moreover, these devices and tools show up in composition pedagogy in two ways: explicitly or implicitly. Many of the tools found come from fiction writers and poets, while some are from creative non-fiction writers. The article searches through 17 years of journal articles to show how artistic tools are discussed, used, and how teachers adopt or theorize them for writing students. What the essay proposes is a greater independence of the student writer as a harvester and user of rhetorical tools and to have students go past mere techniques into a more conscious use of the tools available to them outside of what the teachers offer, since there could be, and surely are, more options for analytical and artistic creation and criticism.
When Rubrics Need Revision: A Collaboration between STEM Faculty and the Writing Center
Author: Rollins, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Revision (Written Composition),Cooperation,STEM Education,Laboratories,Writing (Composition),College Faculty,Undergraduate Students,Writing Assignments,Writing Instruction,Intervention,Writing Across the Curriculum,Tutors,Tutoring

Students who receive instruction in discipline-specific communication perform better in introductory and upper-level STEM courses. In this study, researchers investigate how writing center intervention can aid STEM faculty in revising assignment rubrics and conveying to students the discourse conventions and expectations for writing tasks. The results suggest that the writing center, though often discussed and marketed as a student support service, can fill a gap by providing support to faculty.
Design Considerations for Education Scholars Interested in Complex Systems Research
Author: Marchand, Gwen C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Researchers,Research Design,Systems Approach,Educational Psychology,Psychological Characteristics,Classroom Environment,Teacher Student Relationship

As complex systems approaches to research gain a foothold in educational research, educational researchers may be faced with unique study design challenges. Studies that do not target appropriate levels of analysis or do not capture variable change over time at a fine enough granularity run the risk of missing complex, dynamic, and emergent properties that are the hallmark of complex system behavior. By taking into account context, multiple levels of analysis, and change over time complex systems approaches generate evidence for dynamic processes in education. This paper draws upon three example areas from educational psychology to illustrate important design considerations for conducting complex systems research in education. We discuss how complex systems designs can generate new insight for areas of study such as how psychological constructs influence learning, classroom dynamics, and teacher-student interactions.
NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts
Author: Towlson, Emma K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Workshops,Elementary School Teachers,Secondary School Teachers,Curriculum Development,Instructional Materials,Material Development,Networks,Network Analysis,Lesson Plans,Elementary Secondary Education

Our educational systems must prepare students for an increasingly complex and interconnected future, but teachers facing this task are not equipped to prepare students to succeed. Network science--the study of how biological, social, physical and technological systems interconnect, how the structure of those connections evolve over time, and how those structures and behaviors inform our understanding of them--is a pathway to deepening engagement with the kinds of complex problems these students will have to deal with as adults in the workforce. We recently held the Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of the workshop was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources using these concepts, in the form of lesson plans, for themselves and for the wider community. Here we detail the nature of the workshop and present its outcomes, including a set of publicly available innovative lesson plans. We also discuss the future development of the successful integration of network science in K-12 education and its importance in inspiring and enabling our teachers.