ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Students as Leaders with a Global Mindset: A Study Abroad Phenomenological Case Study
Author: Acker, Deborah R.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Study Abroad,Phenomenology,Case Studies,Leadership Training,Leadership Qualities,Cultural Awareness,Best Practices,Interdisciplinary Approach,Experiential Learning,Global Approach,Perspective Taking

Research continues to stress the importance for college students to graduate with the skills to be successful as global-minded leaders in today's evolving workforce. Although the typical study abroad programs can address this, critics point to some limitations. First, most study abroad programs are short-term, limiting students' ability to internalize and apply cultural context upon their return to the United States. Second, although universities and colleges state the importance of developing students' cultural competencies, few have intentionally incorporated best practices for study abroad. The purpose of this phenomenological case study, therefore, was to explore how nine students from six different disciplines perceived a unique study abroad experience, designed to address some of the typical study abroad limitations. This interdisciplinary program was designed to immerse students in three European countries while participating in a formal learning cohort program that incorporated cognitive, experiential, and humanistic methodologies. The study also explored what role cross-cultural partnerships with companies, organizations, and community leaders played in enhancing the students' application and integration of developing themselves as global- minded citizen leaders in their field of study. Data were collected through informal interviews with all nine students and supporting data included field observations, rich text, and results from the Global Mindset Inventory®. Utilizing a hybrid-coding scheme, researchers found four themes that emerged, supporting the notion that the cross-cultural pedagogical framework enhanced students' self-efficacy as global-minded citizens, resulting from their interdisciplinary international experiences.
Did States&apos; Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform
Author: Song, Mengli
Date: 2022-06-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Change,Academic Standards,National Competency Tests,Comparative Analysis,Mathematics Achievement,Reading Achievement,State Standards,Elementary Secondary Education,Kindergarten,Scores,Correlation,College Readiness,Career Readiness

This study was designed to assess the effects of states' adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students' mathematics achievement were generally small and not significant. The effects on students' reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states' adoption of more rigorous standards varied across NAEP subscales and student subgroups.
Accessibility of Virtual Instruction in Higher Education: Challenges Caused by the COVID-19 Pandemic
Author: Cooper, Carlie L.
Date: 2021-11-00
Type: Journal Articles
Subjects: Civil Rights Legislation,Disabilities,Federal Legislation,Compliance (Legal),Access to Education,Online Courses,COVID-19,Pandemics,Assistive Technology,Distance Education

In 1990, the Americans with Disabilities Act (ADA) was passed. It prohibits discrimination against individuals with disabilities. Institutions of higher education are included under Title III of the ADA,and as such are required to provide the same access to services and education to qualified individuals with disabilities as individuals without. A review of the literature of accessibility of online programs and courses in higher education shows that compliance to the ADA is sporadic due to several challenges. In Spring 2020, all institutions of higher education transitioned to some form of online instruction due to the COVID-19 pandemic. This created even more challenges in complying to the law. This paper reviews the challenges to compliance to the ADA in online courses both in normal operations and during the COVID-19 pandemic, and offers recommendations and resources for improving compliance.
Predictors of Student Academic Success in the Corequisite Model
Author: Andrews, Da'Mon
Date: 2021-11-00
Type: Journal Articles
Subjects: Predictor Variables,Academic Achievement,Community Colleges,Two Year College Students,Mathematics Achievement,College English,Required Courses,Gender Differences,Racial Differences,Age Differences,Federal Aid,Grants,First Generation College Students,High School Students,Grade Point Average,Placement Tests,Scores,Majors (Students),Tutoring,Faculty Development,Minority Group Students,Economically Disadvantaged

The purpose of this study was to determine predictors of community college student academic success in corequisite English and mathematics courses. Academic success was defined dichotomously on a pass or fail basis. The population included 1,934 students enrolled in at least one corequisite English and/or mathematics course at a community college between the fall semester of 2015 and summer semester of 2018. Binary logistic regression was used to examine the following predictors: a student's sex, race, age at time of enrollment, Pell Grant recipient status, first-generation college student status, high school grade point average (HSGPA), placement test scores, academic major, time spent receiving academic tutoring; and corequisite course faculty employment status. The two strongest predictors of student academic success in corequisite English courses were: (1) HSGPA and (2) being female. The three strongest predictors of student academic success in corequisite mathematics courses were: (1) HSGPA, (2) corequisite course faculty employment status, and (3) mathematics course based on major. The strongest predictor in both logistic regression analyses was HSGPA. It is recommended that educational leaders use HSGPA as a metric for placing students in the corequisite model. Additionally, it is recommended that institutions continue to invest in faculty professional development opportunities as it relates to teaching students who are non-female, minority, economically-disadvantaged, or first-generation.
Students Who Experienced Foster Care Are on Campus: Are Colleges Ready?
Author: Jones, Sarah E.
Date: 2021-11-00
Type: Journal Articles
Subjects: Foster Care,College Students,Student Personnel Workers,Student Personnel Services,Access to Education,Barriers,Student Needs,Safety,Self Esteem,Self Actualization,Food,Clothing,Sense of Community,Resilience (Psychology)

Though most youth in the foster care system aspire to attend college, few have the opportunity to do so. For myriad reasons, including lack of historical representation on college campuses, subpar Pk-12 education, and postsecondary barriers to admissions, enrollment, and financial aid, most college students who experienced foster care depart college without earning a degree. As the barriers to college for this population of students emerges, postsecondary institutions are preparing their campuses for students with unique needs. This qualitative study explores how student affairs professionals in one university system support college students previously in foster care. Professionals and teams of professionals working at six different institutions across the university system participated in interviews that emphasized the ways campuses used resources to meet students' hierarchy of needs. Based on the results of this research, student affairs professionals support students' foundational physiological and safety needs in myriad ways. In doing so, student affair professionals add to the motivation necessary for students to move towards belonging, esteem, and actualization.
No Place Like Home: The Coming out Experiences of Gay Men in Student Affairs and Higher Education Preparation Programs
Author: Pierre, Darren E.
Date: 2021-11-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),LGBTQ People,Males,Student Personnel Workers,Student Personnel Services,Higher Education,Masters Programs,Administrator Education,Curriculum

Development occurs over the lifespan, and student affairs educators are not exempt from that life-long process. This article examined the coming out experiences of gay men within student affairs master's preparation programs. The study was comprised of 11 participants representing seven different higher education/student affairs administration programs. The findings of this study offer the following: first, the study offers insight on the coming out experiences of gay men in graduate preparation programs. Second, the findings showcase the role that student affairs programs, curriculum, and instruction play in the identity exploration process for gay men. Finally, findings from this study offer implications for pedagogical approaches and frameworks within student affairs/higher education administration programs.
Experiences with &quot;Ex Corde Ecclesiae&quot; in Faculty Teaching Practices at Southern Catholic Colleges
Author: Sarmiento, Maria Renee
Date: 2021-11-00
Type: Journal Articles
Subjects: Religious Colleges,Catholics,Religious Education,College Faculty,Institutional Mission,Faculty Development,Phenomenology,Professional Identity

As special-mission institutions, Catholic higher education institutions pursue similar goals of American higher education to develop graduates who are civically engaged and ready to address contemporary challenges. However, these institutions are often challenged to integrate their religious mission within the classroom through faculty pedagogy, which buttresses academic freedom and student consumerism issues. This descriptive phenomenological study explored the lived experiences of Catholic university faculty members as they described their pedagogical experiences and Catholic identity perspectives. Findings from this study suggested a connection with Catholic identity, but that their relationship with institutional mission related to teaching was ambiguous. Participants had little professional development and called for their institutional leaders to better help them integrate Catholic mission and identity into their teaching approaches. Implications for practice include new ways of thinking to better support faculty teaching connection to institutional Catholic mission and identity.
A Different Kind of Job Search: Post-Graduate Student Affairs Geographically Focused Searches
Author: Boettcher, Michelle L.
Date: 2021-11-00
Type: Journal Articles
Subjects: Student Personnel Services,Graduate Students,Job Applicants,Job Search Methods,Geographic Location,Decision Making

As student affairs graduate students finish their academic work and begin their job searches, they must navigate a number of competing priorities including position, title, work responsibilities, functional area, salary, benefits and other aspects of the position. For some graduates, the most important consideration is geographical location -- they want to be close to family, partners, or located in specific communities. As a result, they often have to be very flexible on other work considerations. They also sometimes feel isolated in their searches and get messages from peers that they are not doing their searches in the &quot;right&quot; way. This study examined the experiences of these students as they engaged in their job searches. While there is a vast amount of anecdotal information on the role of location in the student affairs job search, there is limited scholarship on the topic until now. This study begins to fill the scholarly gap on the role of location in the student affairs job search process.
CLIL Challenges: Secondary School CLIL Teachers&apos; Voices and Experienced Agency in Three European Contexts
Author: Skinnari, Kristiina
Date: 2020-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Foreign Countries,Language Teachers,Teacher Empowerment,Secondary School Teachers,Teaching Experience

This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted quality of their agency. The study employs the Listening Guide method (Gilligan, 2015) to listen to the voices of three secondary school subject teachers from three diverse contexts. The analysis shows that CLIL challenges both empowered and disempowered the teachers depending on how meaningful they found their work and what their possibilities to act were in their specific contexts. Some of the teachers' CLIL experiences were similar, for instance, struggling alone with lack of support. However, these challenges did not affect the teachers' agency in a straightforward way. In spite of the seemingly comparable challenges, the teachers described their unique experiences and ways to cope with the demands of their work in different ways. For example, using two languages or making their own materials was for some invigorating and for others problematic. In addition, during the interviews individual teachers also reported about their experiences in various ways, explaining, elaborating and balancing their thoughts with varying expressions of agency. Particularly significant for the teachers' experiences of agency appeared to be the beginning of their CLIL career, however, their initial experiences of agency did not endure. The study shows that CLIL teacher agency is multivoiced, dynamic and often vulnerable.
Identity and Agency Development in a CLIL-Based Teacher Education Program
Author: Moate, Josephine
Date: 2020-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Teacher Education Programs,Ecology,Language Teachers,Professional Identity,Teacher Empowerment,Student Teachers,Foreign Countries,Applied Linguistics

A consensus exists in applied linguistics that agency and identity are key concepts in understanding teacher development. Although a large body of research has focused on studying language teacher and learner identity and agency separately, less attention has been paid to the relationship of these concepts in individual development. In this contribution, we use an ecological perspective to explore and illustrate the interplay between and development of agency and identity. The participants in the study were primary school teacher students specializing in foreign language pedagogy for younger learners and studying in a CLIL-based teacher education program. The qualitative data were collected through reflective essays focusing on the Finnish student teachers' past, present and future relationships with the English language during different phases of their bachelor's studies.
Boyeristic Tendencies: A Look into the Life History of the Student Affairs Scholar-Practitioner
Author: Boss, Ginny J.
Date: 2021-11-00
Type: Journal Articles
Subjects: Student Personnel Services,Student Personnel Workers,Scholarship,Theory Practice Relationship,Coaching (Performance),Mentors,Motivation,Biographies,Professional Development

The purpose of this study was to provide more insight into the skills and support systems needed to encourage scholarship among student affairs practitioners. We used topical life history to examine the scholarly lives of eight student affairs practitioners. To guide our examination, we used the questions posed by Jablonski et al. (2006) as our research questions: 'What skills and knowledge [did] practitioners need to develop a scholarship agenda?' and 'What support, coaching,and job modifications create[d] environments for practitioners to be successful?'&quot; (p. 197).Participant life histories revealed a variety of direct and indirect influences, such as institutional context, mentorship, personal characteristics, and significant others on the participants' work as student affairs practitioners. The findings highlighted the following as major influences on the professionals' decisions to engage and sustain scholarship: community, intrinsic motivation, and cultural change. What these findings also suggest is practitioners are willing and desirous to make an impact on the broader field through scholarly engagement; they just need support and compelling reasons to do so.
Investigating Foreign Language Teacher Anxiety Using SFL&apos;s ATTITUDE and TRANSITIVITY Systems
Author: Goetze, Julia
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Anxiety,Recall (Psychology),Language Teachers,Teacher Attitudes,German,College Faculty,Linguistic Theory,Cognitive Psychology

This study investigates language teachers' verbal construals of classroom anxiety and its cognitive precursors by drawing on the TRANSITIVITY and ATTITUDE systems in systemic functional linguistics (Martin &amp; White, 2005) and integrating them with appraisal theory in cognitive psychology (Smith &amp; Lazarus, 1993). Three collegiate-level German teachers in a CLIL-like context participated in a two-week classroom observation sequence, which included 8 in-depth, semi-structured interviews that employed stimulated recall methodology by way of recorded classroom observations. Transcribed interview data were examined using both TRANSITIVITY analysis to capture experiential meanings and a multi-step TRANSITIVITY and ATTITUDE analysis to capture both emotional meanings and cognitive appraisals simultaneously. Findings revealed individual patterns of verbal construals of anxiety for each participant. The multi-step analysis uncovered discernible patterns for the verbal construal of cognitive appraisals that are strongly associated with both participants' feelings of anxiety and their beliefs about the nature of language teaching. Based on these findings, a new system network for the description and approach to the analysis of foreign language (FL) teacher emotions is proposed and implications of the findings for future research into teacher emotions and beliefs, as well as for teacher training, emotional well-being, and foreign language pedagogy research are discussed.
Involving Students in Educational Design: How Student Voices Contribute to Shaping Transdisciplinary CLIL History Materials
Author: Bauer-Marschallinger, Silvia
Date: 2020-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Instructional Materials,Interdisciplinary Approach,Student Developed Materials,Competency Based Education,Design,Material Development

Although many studies have investigated students' perspectives towards Content and Language Integrated Learning (CLIL), few studies have actively involved learners when creating research-based materials. The scarcity of such studies also stems from the limited number of research projects that operationalize scientific insights for classroom implementation in the first place. This paper is connected to such a study, set within a design-based research (DBR) framework. Apart from investigating theoretical underpinnings of content and language integration, this ongoing PhD study also involves the development of research-based transdisciplinary content-and-language-integrative teaching materials over several cycles. Amongst other forms of data collection, focus group interviews with students before and after each intervention formed a central element of the design process. This work-in-progress article is concerned with the students' role in shaping content-and-language-integrative materials, shedding light on their concerns and needs at various stages in the design process. Initial results suggest that the learners' voices were crucial in the development of these materials. Moreover, in line with the overall thrust of DBR, it appears that a one-time intervention does not suffice even when considering the students' beliefs and needs. Instead, several cycles of development are needed to create an approach that works for the learners.
Lecturers&apos; Appraisals of English as a Lingua Franca in European Higher Education Settings
Author: Nashaat-Sobhy, Nashwa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Official Languages,Language Role,English (Second Language),College Faculty,Teacher Attitudes

In this chapter we analyzed lecturers' attitudes towards using English in European Higher Education settings. Twenty-eight university teachers were brought together from thirteen universities across six European countries for an online training for teachers in English Medium Instruction (EMI) settings. The lecturers' written exchanges about English as an academic Lingua Franca (ELF) in one of the training modules were the target of our study. These exchanges (110 posts) were coded and analyzed using Martin and White's (2005) Appraisal Theory, which is a model of evaluation within the general theoretical framework of systemic functional linguistics. In this framework, affect, judgement and appreciation are regarded as regions (types) of feelings in interpersonal language that reflect attitude (positive or negative). The results showed that teachers' exchanges about ELF are interwoven with other types of English, in which they discussed different stakeholders and aspects of English, towards which their attitudes vary, which points to the multidimensionality of attitudes towards EMI. The results also show that appreciation and judgment regions were used more than affect in their language when discussing the use of English in Higher Education (HE).
Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings
Author: Ruiz de Zarobe, Yolanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Language Acquisition,Learning Strategies,Instruction,Content and Language Integrated Learning,Scaffolding (Teaching Technique),Native Language Instruction,Prior Learning

This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learning strategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of language learning strategies (metacognitive strategies), and 2) as a key concept when describing the decisions teachers make in their pedagogical planning and implementation, including when deciding on which language learning strategies to single out for instruction, and how to instruct these. We understand these two positions as interrelated and &quot;speaking to each other&quot;, scaffolding the learning processes through focused attention to vocabulary and language structures needed for content message and understanding. For future research, we propose a focus on CLIL teachers' reflective cycles that take into account students' prior knowledge (e.g., cognates, language learning strategies learnt in mainstream language classes, understanding of subject-specific concepts in native language), to build up a repertoire of language learning strategies and strategy instruction that supports the processes when integrating language and content learning.