ethanporcaro/eric-fulltext-meta huggingface dataset:
High-Impact Educational Practices&apos; Influence on the Emerging Values Model: Group Work Impact
Author: Ericksen, Kirsten S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Group Activities,College Students,Instructional Effectiveness,Teamwork,Teaching Methods,Models,Values,Cooperative Learning,Peer Influence,Problem Solving,Participative Decision Making,Social Work,Peer Relationship

This research examines the impact of various high-impact educational practices integrated in different group elements (groups course, in-class group activities, and a learning community) on student perceived group work experience related to the Emerging Values model. The Emerging Values model found academic group work to be beneficial for students, specifically associated with peer value and group work values. Different types of high-impact educational practices related to groups are examined using the Emerging Values model. Implications for teaching group work and personal and professional growth in group work are examined. The integration of group work in the higher education classroom and application to professional environments is discussed extensively.
Optimism, Resilience, and Other Health-Protective Factors among Students during the COVID-19 Pandemic
Author: Burt, Kate G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),COVID-19,Pandemics,Minority Group Students,Public Colleges,College Students,Psychological Patterns,Personality Traits,Persistence,Health,Barriers,Student Experience,Stress Variables,Stress Management,Anxiety,Social Capital,Employment Level,Income,Safety,School Closing,Online Courses

Black, Indigenous, and People of Color (BIPOC) suffer disproportionately from coronavirus-related illness, death, and financial loss. The aim of this retrospective, qualitative study was to better understand the experiences of BIPOC students at a Bronx-based public university during the COVID-19 pandemic. Data was collected from a reflective final exam in a health sciences course in May 2020. Responses (n = 28) were coded and analyzed using the Social Determinants of Health (SDH) framework. Several themes were identified in structural and intermediary determinant areas, including occupation, education, social cohesion, and psychosocial factors. Participants demonstrated optimism, resilience, and perseverance-protective factors against exposure to adverse SDH. Findings indicate that COVID-19 negatively impacted BIPOC students in multiple SDH areas which may have a compounding effect, hindering equity and justice. Providers of social and academic support are critical levers in addressing SDH barriers and helping students strengthen protective factors to reduce adverse impacts of health-damaging determinants.
Outside the Box: Promoting Creative Problem-Solving from the Classroom to the Boardroom
Author: Miller, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Class Activities,Undergraduate Students,Business Administration Education,Intervention,Creativity Tests

Can creativity be taught? Multiple sources attest that the business community values creativity in potential new hires, but a signature pedagogy of teaching for creativity in business classes has not yet emerged. To contribute to a body of evidence-based practice, this study assessed the impact of several in-class activities that were deployed among undergraduate business students to see if these enhanced their creative problem-solving abilities, as assessed by pre- and post-intervention measures. The results were moderately encouraging and suggest domain-specific teaching and learning strategies. Further, the results offer encouragement to all instructors, irrespective of any prior experience with creativity-enhancing efforts.
Post-Predicate That-Clauses Controlled by Verbs in Native and Non-Native Academic Writing: A Corpus-Based Study
Author: Tasçi, Samet
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,Verbs,Turkish,Native Language,Phrase Structure,Academic Language,Writing (Composition),Word Frequency,English (Second Language),Masters Theses,Doctoral Dissertations,Graduate Students,Discourse Analysis,Teaching Methods,Foreign Countries

Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse. Therefore, this study aims to investigate the distribution and frequently used controlling verbs of post-predicate that clauses controlled by verb (VTHAT) in academic writings of Turkish learners of English and to compare them with those of native English students and expert writers. For this purpose, a specialized research corpus with three main sub-corpora was compiled: MA and PhD theses written by L2 students and native English students and published research articles written by native experienced writers. The results of the study showed that both L2 and native English students significantly overused VTHAT structures compared to the native experienced writers; however, Turkish students used VTHAT structures more frequently than their native peers in academic discourse. The analysis of the controlling verbs in VTHAT constructions showed that eight out of the 10 top frequent verbs in the Turkish students' theses were common across either three or two sub-corpora. However, there were various significant differences in the frequencies of these controlling verbs between the subcorpora, which can imply that Turkish students use such constructions to have a low authoritative presence in terms of their authorial stance in academic writing. The findings were discussed with reference to the previous findings, and pedagogical implications were offered.
To the Best of My Memory and Belief: Learning New Language Forms
Author: Szczesniak, Konrad
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Memory,Critical Thinking,Thinking Skills,Learning Readiness,Learning Processes,Cognitive Mapping,Beliefs,Validity,Student Attitudes,Linguistics,Undergraduate Students,Foreign Countries,Phrase Structure,Language Tests,Figurative Language,Reading Processes

We propose a previously unexamined factor instrumental in learning vocabulary accounting for the differences between learning a native and a foreign language: the development of critical thinking in adolescence. We hypothesize that the difficulties experienced in foreign vocabulary development result from the learner's readiness to question new information. Following Gilbert's (1991) claim that rigorous critical thought is the last to emerge and children are prone to accept propositions uncritically, we suggest that it is to this absence of doubt that children owe their success in remembering lexical items after a single exposure, a phenomenon referred to as &quot;fast mapping.&quot; The rationale is that the mental belief systems are memory's filtering mechanism for what to retain: information labelled as questionable is allowed to decay without being granted access to long-term memory. We present the results of an experiment suggesting that memory of new language forms is enhanced by the learner's conviction in their validity.
Collaborative Autoethnography: A Case as Course Developers and Trainers for English for the Front Office
Author: Satienchayakorn, Natakorn
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Instructional Design,Tourism,English for Special Purposes,Second Language Learning,Second Language Instruction,Program Development,Program Implementation,Reflection,Communication Problems,Barriers,Hospitality Occupations,Global Approach,Economic Development,Professional Development,Personal Narratives,Grounded Theory

Assigned by Mars Bureau (pseudonym) to develop and implement the first mega training project in Thailand to prepare tourism professionals for the ASEAN Economic Community (AEC) job market, we conducted English for Specific Purposes (ESP) literature review to run this mega project. However, in a tourism context, we encountered several challenges during the project development and implementation. This present study, therefore, aims to share our challenging experiences, discover how we overcame them, and determine what lessons we learned. Our methodology was a strategy of narrative inquiry utilizing collaborative autoethnography. The data were two personal written stories guided and intersected by content (interaction, time, and place) and context (micro, meso, and macro) theories through self-reflection from the beginning until the end of project. The data were digitally coded, categorized, and themed with NVivo 12 (qualitative software) following two manual rounds of process coding to support the NVivo 12 results. The findings revealed six categorical issues (internal issues, trainee issues, Mars Bureau representatives, unclear instructions, miscommunication, and plan change, change plan) reaching the theme &quot;Program Management Challenges&quot; followed by how we overcame them. The study implications are a reminder for those implementing a mega project to be aware of possible emerging challenges and for a novice researcher to apply suitable methods to their future narrative inquiry project.
Investigating Thai EFL Undergraduates&apos; Oral Presentation Performances and Experiences, Using Teacher and Student Self-Assessments
Author: Konchiab, Supornphan
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Speaking,Student Attitudes,Undergraduate Students,English (Second Language),Second Language Instruction,Foreign Countries,Performance,Second Language Learning,Communication Skills,Speech Skills,Oral Language,Majors (Students),Self Evaluation (Individuals),Grammar,Pronunciation,Language Usage,Interaction

This study aimed to (1) measure and identify students' strengths and weaknesses in oral presentation skills, (2) examine students' perceptions of rating their presentation performances, and (3) investigate students' attitudes towards their oral presentation experiences. The participants were 47 Thai third-year undergraduate students in the English for International Communication Program. Research instruments were the teacher assessment form and a student self-assessment questionnaire, including a scoring rubric and self-reflection questions. Means, standard deviations, and Paired Sample T-Test were used to analyze oral presentation performance levels from self- and teacher assessments. Coding and categorizing were also used to analyze responses from self-reflection questions. As a result, the overall level of oral presentation performance was at a high level. Based on the teacher assessment, students' most outstanding performance was expressing an in-depth understanding of the topics and creative and professional design of visual aids. Dealing with questions was the least outstanding performance but remained at the high level. Regarding the students' self-assessment, they appeared to be most confident in expressing an in-depth understanding of the topics that was ranked at a high level. However, pronunciation, vocabulary, and grammar were ranked at the medium level. In addition, students' reflection revealed students' positive attitudes towards their presentation experiences, showing their efforts to practice and prepare the presentation, solve problems related to setting and environment, affective factors, and working memory while delivering presentations. This study suggested that regular training and practice of self-assessment rubric and self-reflection would complement teacher assessments to improve students' oral presentation and continuously promote life-long learning.
Remaking Science Teaching: Border Crossing between Home and School
Author: Seiki, Sumer
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teachers,Preservice Teacher Education,Science Curriculum,Relevance (Education),Student Diversity,Culturally Relevant Education,Elementary School Science,Urban Education,Cultural Influences,Family Influence,Curriculum Development,Methods Courses,Graduate Study,Lesson Plans,Planning,Cooperative Learning

In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her &quot;Family Science Lesson Planning&quot; assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided them to recognize, articulate, and translate their own familial curriculum into science lessons. As a result, the three participant preservice teachers' own histories and familial knowledge were repositioned and valued alongside science. Our findings show how to use science curriculum and instruction to border cross between home and school, thereby making science more accessible.
Learners&apos; Perception towards Project-Based Learning in Encouraging English Skills Performance and 21st Century Skills
Author: Puangpunsi, Nualpen
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Projects,Teaching Methods,College Students,Instructional Effectiveness,Language Skills,21st Century Skills,Cooperation,Teamwork,Student Satisfaction,Speech Skills,Writing Skills,Reading Skills,Grammar,Reading Comprehension,Listening Comprehension,Vocabulary Development,Foreign Countries

Meaningful learning should bring learners to meet their entire goals--both an achievement in academic skills and everyday life skills. This current study focused on the implementation of project-based learning (PBL) in an EFL classroom for young adult learners at a university level. The study aimed at the development of students' performance in English skills and enhancement of 21st century skills through working processes of project work. Feedback from participants on the adoption of PBL in English learning was revealed in the study. A total of 104 participants, working in small groups, developed a piece of project work for 15 weeks. Data obtained from a questionnaire pointed out the positive feedback on the integration of project-based learning in English class activity. The study also found that PBL played the role in the enhancement of English skills improvement and the 21st century skills acquisition. Majority of participants mentioned that project-based activity engaged them to develop collaboration and teamwork skills, flexibility and adaptability skills and increased the better level of responsibility in learning. Furthermore, the students stated that they were satisfied with the integration of PBL in English learning class. Overall, an integration of PBL in a classroom allows learners to accomplish meaningful goals and overcome some difficulties in learning.
The Impact of Songs and TPR on Thai Preschoolers&apos; Vocabulary Acquisition
Author: Magnussen, Ernst Suni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Preschool Children,English (Second Language),Second Language Instruction,Teaching Methods,Program Effectiveness,Singing,Motion,Listening,Receptive Language,Expressive Language,Student Behavior,Emotional Response

Vocabulary knowledge is essential for successful language learning. However, little is known about young learners' vocabulary learning in a Thai EFL context and the teaching methods that facilitate vocabulary learning. The current study examined whether songs and total physical response (TPR) can facilitate preschoolers' vocabulary acquisition in a Thai EFL context. Seventy-two preschoolers, aged four to five, were taught 12 target words using TPR, songs, and a mix of both methods (TPR&amp;S) in three classrooms for six weeks. A mixed-method research design was used to triangulate data collected from two tests and video recordings. The tests were administered as a pre-test and a post-test. Moreover, video recordings from hidden cameras captured the participants' interactions during the intervention. The findings revealed that singing and TPR and the mix of both methods significantly improved the participants' vocabulary acquisition, with the TPR&amp;S method having a more positive impact on the participants' vocabulary acquisition than either singing or TPR alone. In conclusion, the current findings indicate that singing and TPR, specifically, a combination of the two, are effective methods to teach young learners English vocabulary in EFL contexts.
Two Tenses: An Alternative to Teaching English Grammar Tense
Author: Stephens, Orpheus Sebastian
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Grammar,Morphemes,Undergraduate Students,Knowledge Level,Foreign Countries,Verbs,Teaching Methods,Sentences

The aim of this research is to investigate the effectiveness of teaching English grammar tense based on the concept of two English grammar tenses, past and present. The focus group is EFL/ESL learners of English. Prior research in the area of EFL/ESL teaching reveals that a number of teachers, linguists, and publishers of EFL/ESL texts claim that there can be anywhere from two to 16 tenses in English. However, in the sphere of traditional grammar teaching, a number of educators and linguists argue conversely that there are just two tenses, past and present, which work in conjunction with two other grammar concepts, aspect and mood. To investigate the effectiveness of teaching two tenses, third-year EFL/ESL undergraduate students from an international university in Thailand were observed during a real-time course. Ahead of comprehensive instruction and practice, the participants were given a pretest to evaluate their pre-existing knowledge of tense, aspect, and mood. Initial data showed that a majority of the participants had knowledge of 12 tenses with the &quot;future tense&quot; being among them. Initial results also showed that aspect and mood were relatively unfamiliar to the majority of the participants. At the end of the course, the participants were given a posttest which was identical to the pretest. The difference in data between the pretest and posttest showed that the majority of the participants now had a firm grasp of the idea behind two grammar tenses and how aspect and mood can be looked at as separate entities from tense. The overall results indicate that teaching English grammar tense based on two tenses is a viable alternative that could lead students to have a clearer understanding of English grammar tense and how it is interconnected yet separate from both aspect and mood.
Slowing down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth
Author: Herron, Brigette A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interviews,Interaction,Critical Thinking,Teaching Methods,Interpersonal Communication,Observation,Questioning Techniques,Controversial Issues (Course Content),Graduate Students,Undergraduate Students,Student Reaction

Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today's information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral histories, or media interviews) using the tools of ethnomethodology and conversation analysis to &quot;slow down&quot; and &quot;dig deep&quot; into the social aspects of interviews. Using two case examples from undergraduate and graduate classrooms, we illustrate how this approach helps students to notice how question-answer sequences unfold and encourages critical consumption and participation in interviews.
Pedagogical Reflection: Demonstrating the Value of Introspection
Author: Virtue, Emily E.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Methods,Reflective Teaching,Reflection,Higher Education,Teacher Student Relationship,College Students,Personal Narratives

Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education institutions, especially in the United States, are focused on assessment, outcomes, student performance, and retention, little time is focused on particular pedagogical choices or interaction with students. Numerous studies demonstrate that faculty-student interaction has a remarkable impact on student success. This paper, a Scholarly Personal Narrative (SPN), explores the value of sustained pedagogical reflection and how such reflection can benefit instructors and their students.
Caution, Approaching Intersection: Black Educators Teaching in the Crossroads of Resistance and Responsiveness
Author: Nash, Angel Miles
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,African American Teachers,Racial Bias,Multicultural Education,Institutional Characteristics,Resistance (Psychology),Preservice Teacher Education,Women Faculty,Teaching Experience,Teaching Methods,Leadership Styles,Private Colleges

As a powerful institution of social reproduction, schools are locations in which racial inequalities and anti-Black racism play out in ways that contribute to the larger racial disparities that many Black communities experience. The way race informs the experiences of Black students in schools justifies the need for anti-racist and anti-bias teaching in education programs. In this paper, we argue that anti-racist and anti-bias education should be rooted in intersectional leadership and pedagogical approaches. We do so by first describing why intersectional leadership matters, particularly in preparing educators and leaders in working with Black students in school. We then describe our own positionality as Black scholars and educators working in a predominantly White private university and how our own positionality informs why this work is important to us. In particular, we focus on the ways in which we prepare future educators to engage in resistance and responsiveness on behalf of Black students and conclude with implications for anti-racist and anti-bias discourse development.
Teacher-Centered versus Student-Centered Teaching: Preferences and Differences across Academic Majors
Author: Murphy, Laurie
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Preferences,Undergraduate Students,Majors (Students),Interaction,Demonstrations (Educational),Visual Aids,Game Based Learning,Private Colleges

This empirical study examined preferences between teacher-centered and student-centered teaching methods and academic major with 507 undergraduate college students. Surveys were administered to the students that assessed their level of agreement with teaching methods utilized in the classroom. The results indicate that across all academic majors, students' preferences included a mix of teacher-centered and student-centered approaches, some of which include lecture with student interaction, demonstrations and practice, lecture with use of PowerPoint, free flowing classroom discussion, guest speakers, and games in the classroom. The least preferred teaching methods were predominantly teacher-centered and included the use of unscheduled quizzes, lecture with no visuals, lecture with handwritten notes, and watching a long film. Significant differences were obtained for preferred teaching methods between academic majors.