ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging the Gap: Computer Simulations and Video Recordings for Remote Inquiry-Based Laboratory Activities in Mechanics
Author: Cook, Jacob
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Video Technology,Distance Education,Inquiry,Active Learning,Laboratory Experiments,Science Activities,Mechanics (Physics),Cognitive Processes,Difficulty Level,Schemata (Cognition)

Based on the pedagogical principle of cognitive conflict, Inquiry-Based Laboratory Activities (IBLAs) have been shown to improve conceptual understanding of challenging science and engineering topics. Yet, providing students physical apparatuses to complete an IBLA is not tenable in every instructional setting. This paper reports design, development, and implementation of two Remote IBLAs in mechanics -- the Spool IBLA and the Rolling Cylinder IBLA. The Remote IBLAs were constructed based on successful, analogous Physical IBLAs and contain two elements, a video of the central activity in the Physical IBLA followed by a Virtual Laboratory simulation. The simulation provides students additional vector and graphical representations while the combined video and simulation are designed to manage the learner's cognitive load. A naturalistic preliminary study used a split design to measure student perception and performance in both remote and physical conditions. Students expressed that the combined video and simulation was more effective for their learning than video alone or simulation alone. Students articulated each element had unique merits; the video provided the &quot;what&quot; of the activity -- a concrete example of the phenomenon under investigation that concretizes the experiment. The simulation provided information &quot;why&quot; -- with the added vector representations giving students the opportunity to develop their mental models by explaining why the underlying phenomenon occurs. When compared to the Physical IBLA, there was not a difference in perceptions of learning nor in measured performance on summative concept inventory questions; however, students reported they were less motivated with one of the Remote IBLA activities.
Unraveling College Students&apos; Conceptualisation of Emergency Remote Teaching: A Metaphor Analysis
Author: Saglamel, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Emergency Programs,Distance Education,Electronic Learning,Figurative Language,COVID-19,Pandemics,English (Second Language),Second Language Learning,Foreign Countries

The current COVID-19 situation has affected almost all walks of life, including language education. As a result, remote teaching practices have become the mainstream offering in many settings. However, how students respond to this transition needs to be grasped to develop a deeper understanding of the educational practices at this period. Metaphor analysis was used as a methodology to unpack how language learners conceptualize learning and instruction during the emergency remote teaching (ERT) in a COVID-19 context. To this end, an open-ended questionnaire in which the participants provided their background and a semi-structured form through which their metaphorical images were captured were used. Elicited metaphor analysis was used to analyze the data gathered from 208 English majoring students studying at a state university in northeastern Turkey. The results suggest that a great many students have unfavorable dispositions towards ERT, even though some reported that they cherish these opportunities as they help them keep track of their own learning. Several suggestions are made in the light of the findings.
Web Tools as e-Icebreakers in Online Education
Author: Sat, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Online Courses,Blended Learning,Interpersonal Relationship,COVID-19,Pandemics,Interaction,Computer Mediated Communication

The outbreak of COVID-19 has pushed almost all education-based institutions to migrate their available face-to-face teaching to online teaching. However, online education has posed challenges, especially for learners who are quiet and shy to speak and feeling hard to engage in the course content. At this point, turning Web 2.0 tools into icebreaker activities and incorporating them into online courses could help these students get motivated and develop active participation skills. This study took a selective and theoretical look into the literature about exploring potential Web 2.0 tools and prescribing how to use these tools as e-icebreakers in hybrid or online courses. The findings highlighted many Web 2.0 tools and described how to utilize them in online learning platforms as e-icebreakers. Suggestions about how to design Web 2.0 tool-involved e-icebreakers were provided. The study suggested important implications for instructors striving to keep learners engaged in online or hybrid courses.
CAS Standards for Campus Activities Programs: A Review of the Contextual Statement and Standards
Author: Spencer, Gayle
Date: 2020-00-00
Type: Journal Articles
Subjects: Standards,Higher Education,School Activities,Educational Planning,Program Development,Program Evaluation,Student Personnel Services

The purpose of this review is to highlight the differences in the new contextual statement and standards from past editions, as well as to discuss and provide examples of how CAS Standards can be utilized by Campus Activities Professionals.
Helping Student Leaders Engage as Allies
Author: Bourke, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Leadership,Activism,Social Justice,Leadership Role,Student Organizations,Student Personnel Workers,Accountability,Faculty Advisers,Praxis

In fights for social justice, simply proclaiming oneself to be an ally is insufficient. As increases in social activism in recent years, it is important to recognize that there is not a line between student leaders and student activists. Leaders are taking on activist roles, and activists are leaders on campus (Linder, 2019). Student activities professionals have responsibilities to not only help student leaders navigate the terrain of institutional policies, but also play a role in addressing developmental needs. Advisors have to help allies participate in meaningful and powerful dialogs (Shaw Bonds &amp; Quaye, 2019) as part of the process of connecting their allyship to their roles as student leaders. Helping student leaders engage as allies requires careful planning and active work over time.
Commognition as an Approach to Studying Proof Teaching in University Mathematics Lectures
Author: Karavi, Thomais
Date: 2022-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Cognitive Processes,Mathematical Logic,Teaching Methods,College Mathematics,Mathematics Instruction,Validity

In this position paper, we propose commognition for the study of proof teaching at university lectures through an integrative literature review. We critically examine studies that focused on proof teaching but did not use the commognitive framework. Through this examination, we gain an understanding of the pedagogical aspects of proof teaching and address gaps in the literature. After we introduce the key principles of the commognitive framework, we review a set of studies that used commognition for the investigation of lecture-type teaching in higher education. In reviewing these studies, we pay special attention to the added value of the use of commognition. We conclude by proposing an approach to the study of proof teaching by using the commognitive framework. This approach offers insights into opportunities provided by lecturers for the deritualization of proving routines.
The Stability in Student Organizations over Time
Author: Rosa, Benjamin V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Organizations,Private Colleges,Black Colleges,Yearbooks,African American Students,Group Membership,Persistence

This article explores the stability of student organizations along two main dimensions: number of students and length of existence. Also, we examine if the national presence of a student organization affects student organizational stability. Using Howard University yearbooks to examine a large population of African American students, we found that stability varies greatly by type of organization. In terms of the number of students, we found that the most stable organizations were the national social groups. In terms of length of existence, we found the Pan-Hellenic organizations to be the most stable.
Semiotic Analyses of Actions on Digital and Analogue Material When Sorting Data in Primary School
Author: Billion, Lara Kristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Semiotics,Mathematics Instruction,Grade 3,Elementary School Students,Visual Aids,Educational Technology,Technology Uses in Education,Statistical Analysis,Foreign Countries,Conventional Instruction

This paper focuses on the actions of learners on digital and analogue materials while dealing with a statistical problem. To investigate the learners' actions, a semiotic perspective of mathematical learning according to C. S. Peirce is used, since in this perspective learning mathematics is described as visible activities on diagrams. Through a qualitative semiotic analysis of the actions of two third-graders working with given data, the statistical diagram interpretations of the learners can be reconstructed. A comparison of the reconstructed diagram interpretations reveals whether different movements lead to similar diagram interpretations. In addition, it is of interest whether the diagram interpretations are the same when acting on digital and analogue diagrams because the same mathematical relationships have to be observed. Through this comparison, conclusions can be drawn about the similarities and differences in working with digital and analogue materials and how these materials may be used profitably in statistical learning.
Academic Experiences, Perceptions of Curricular Diversity, and Academic Performance: A Study of Undergraduate Christian Students in Faith-Based Student Organizations
Author: Craft, Christy Moran
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Experience,Student Attitudes,Diversity,Academic Achievement,Undergraduate Students,Religious Factors,Christianity,Student Organizations,Educational Environment

The purpose of this study was to gain a better understanding of undergraduate Christian students involved in faith-based student organizations at one public, Midwestern research university. Specifically, we were interested in examining select academic experiences, perceptions of the religious and spiritual diversity in the curriculum, and the academic performance of these students as compared to other Christian students and non-Christian students. To that end, we analyzed data collected through a campus climate survey. Findings revealed that Christian students in faith-based student organizations had more favorable perceptions of their academic experiences and the religious and spiritual diversity in the curriculum than did non-Christians, and their academic performance (measured by GPA) was more likely to be higher than that of other Christians and non-Christians. We present several implications for practice, most of which pertain to recognizing and addressing Christian privilege along with encouraging students of all religious and spiritual identities to become involved in relevant faith-based student organizations on campus.
Big 10 Institution Campus Recreation: A Review of Current Values, Policies, and Practices
Author: Wilson, Oliver W.A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Recreational Activities,Campuses,School Policy,Institutional Mission,Physical Activities,Content Analysis,College Students,Educational Legislation,Federal Legislation,Sex Fairness,Gender Discrimination

Purpose: To systematically examine the institutional values and campus recreational policies and practices of all Big 10 institutions to determine whether equitable physical activity opportunities are being provided. Approach: Websites were systematically searched, and data extracted were analyzed using thematic analysis. Findings: Community (n=13) and diversity and inclusion (n=12), emerged among the most common institutional values. All but one institution funded campus recreation through mandatory student fees. Health and/or wellness (n=12), recreation, activity, and/or fitness (n=12), and community (n=11) emerged as dominant themes, as did diversity and inclusion (n=9). Despite the proclaimed commitment to diversity and inclusion, one institution offered women-specific programming, and considerably more intramural sport opportunities were available for men. Implications: Findings indicate all students fund shortcomings regarding the provision of equitable student physical activity opportunities, especially given that campus recreation and that institutions purportedly value community, diversity, and inclusion.
The Duality of Persistence: Academic Enclaves and International Students&apos; Aspirations to Stay in the United States
Author: Kaul, Vasundhara
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Persistence,Foreign Students,Aspiration,College Students,Adjustment (to Environment),Sense of Community,Acculturation,Student Attitudes

International students have been a growing presence in U.S. higher education institutions for over a decade. Feelings of belonging play a crucial role in the adjustment of these students to campus life in American universities, and their conationals play a significant role in facilitating this adjustment process. However, the role of belonging and co-national communities in facilitating the persistence of international students toward and beyond degree attainment remains understudied. In our examination of the aspirations of 642 international students across 9 U.S. universities, we establish that stronger feelings of academic and social belonging are associated with a higher likelihood of aspiring to stay in the United States after graduation. In particular, we demonstrate the presence of an academic enclave effect wherein larger communities of co-nationals have a stronger influence on the aspirations of international students with low social belonging but does not affect the aspirations of socially well-integrated international students.
The Role of Studying Abroad in Attitudes toward Immigration: A European Context
Author: Öz, Yakup
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Student Mobility,Student Attitudes,Immigrants,Social Class,Positive Attitudes,Geographic Regions,Differences,Regional Characteristics

International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.
Understanding Gains from On-Campus Cultural Events
Author: Tuten, James H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Cultural Activities,College Seniors,Attendance,Program Development,Learner Engagement,Student Attitudes

Undergraduate seniors at a residential liberal-arts college reflected on their experiences attending on-campus cultural events. These focus groups were transcribed, coded, and analyzed using a grounded theory-derived approach to understand how these events shaped their college experience. The resulting communication artifact revealed a variety of student outcomes tied to on-campus cultural event attendance. The findings have implications for the design, implementation, and assessment of academic and co-curricular programming, particularly in terms of articulating the purpose of such programming and enlisting faculty in its delivery.
Motivation and the Support of Significant Others across Language Learning Contexts
Author: Noels, Kimberly A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Self Determination,Student Motivation,Learner Engagement,Social Support Groups,Personal Autonomy,Second Language Learning,Inclusion,Self Concept,Foreign Countries,French,German,American Indian Languages,Spanish,Mandarin Chinese,Native Language,Modern Languages

According to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context. These perceptions are enhanced when significant others act or communicate in a way that encourages learner autonomy, provides informative feedback on how to improve task competency, and establishes a sense of connection with the learner. The present study used a focused essay technique to examine how the learning context impacts learners' motivation and the kinds of support (or lack thereof) received from different people. Heritage (n=34), modern (n=34), and English-as-a-second-language (ESL; n=36) learners described their reasons for language learning, and reported how teachers, family members, peers, and members of the language community encouraged or discouraged their engagement in language learning. The results indicated that heritage students are more included to learn the language because it is integral to their sense of self than the two other groups, whereas ESL students are generally more regulated by external contingencies. Although there were some commonalities, different people supported learners' motivation in different ways depending upon the learning context. The results point to the importance of the language learning context for understanding students' motivation and how others can support them.
Psychology and Language Learning: The Past, the Present and the Future
Author: Dörnyei, Zoltán
Date: 2019-06-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Psychology,Futures (of Society),Learning Processes,Teaching Methods,Linguistics,Language Research,Barriers,Psychological Patterns

This paper provides a broad overview of the development of the domain of 'psychology in language learning' (PLL). It discusses the linguistic dominance of the past, the growing influence of psychology in the present, and the challenges for the future. The author also proposes a research agenda aimed at making the process of L2 learning and teaching more principled and effective.
Focus of Professional Development on Teachers&apos; Felt Needs: A Paradigm Shift in Policy
Author: Sogunro, Olusegun Agboola
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Educational Needs,Teacher Attitudes,Academic Achievement,Attention,Case Studies,Educational Policy,Educational Change,Professional Autonomy,Elementary Secondary Education

A professional development that is often mandated is exclusionary, less motivating, and provides teachers with little or no improvement in their professional practice as well as student achievement. This necessitates a fundamental change in policy from prescribing professional development to addressing teachers' self-identified felt needs. Hitherto, teachers are generally disenfranchised from specifying their felt needs for development, thus they feel uninterested, or enthusiastic to attend professional development programs that are prescribed for them by school leaders. When they do or are compelled to attend, they tend to be less attentive and are often indulged in reading newspapers, grading students' test papers, texting, playing video games, or simply doing something unrelated to the professional development. This practice stifles teachers' professional growth and student learning, hence it must not be allowed to continue unabated. Through a qualitative case study research design, using survey, interviews, and focus groups, this research brought to the fore, the debilitating effects of the current practice. Analysis of data yielded four major themes: choice, motivation, effectiveness, and satisfaction. The study proposed a paradigm shift in policy from mandating to granting teachers the autonomy to identify their own real or felt needs for professional development. Implications for practice, leadership, policy, and further research were also discussed.
Thoughts on the Launching of a New Journal: A Complex Dynamic Systems Perspective
Author: Larsen-Freeman, Diane
Date: 2019-06-00
Type: Journal Articles
Subjects: Periodicals,Systems Approach,Phenomenology,Interdisciplinary Approach,Applied Linguistics,Psychology,Second Language Learning,Second Language Instruction,Language Research,Psychological Patterns

The launching of The Journal for the Psychology of Language Learning is a signal achievement. I begin this commentary by speculating on why it is that the Psychology of Language Learning (PLL) has enjoyed such vigor of late. I expect that one reason is the coming together of a critical mass of researchers and strong leaders over their shared interests. A second reason may be that a new way of looking at familiar phenomena was introduced in the form of complex dynamic systems theory (CDST). Building on this supposition, I proceed to recommend extending CDST thinking in some new ways in PLL. These ways are phenomenological, relational, processual, and transdisciplinary. I conclude by urging the PLL community to remain connected with other areas of applied linguistics so that it may continue to contribute to a knowledge-building community.
How Do Distributed and Transformational Leadership Teams Improve Working Conditions and Student Learning in Underperforming High-Needs Schools?
Author: Tran, Henry
Date: 2021-00-00
Type: Journal Articles
Subjects: Schools,Low Achievement,Academic Achievement,Transformational Leadership,Power Structure,Participative Decision Making,Work Environment,Teacher Persistence,School Culture,Learning,Students

Theories of distributed leadership suggest that organizational learning and change results not from the efforts of a single individual, but rather from a network of people working within their broader systems. Team empowering leadership enhances human resources development of the organization to promote the sharing of knowledge that is necessary for change. In this study, we study transformational and distributed leadership team that have been linked to improving working conditions and students' learning in high-needs schools. Specifically, we highlight a team-based intervention where positive organizational improvements were made to academically struggling schools, and then qualitatively examined the associated processes to understand what enabled the occurrence of those positive changes. We find that the team structure allowed for the clarification of expectations, enhancement of communication, and improvement of educator working conditions through professional development support and distribution of leadership responsibility, which ultimately resulted in improvement in school culture and performance.