ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the BEVI to Assess Individual Experience to Enhance International Programming
Author: Grant, Jacie
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Study Abroad,International Education,Student Attitudes,Case Studies,Attitude Change,Learning Activities,Critical Thinking,Self Concept,Individual Differences,Summative Evaluation,Formative Evaluation,Scores,Values,Measures (Individuals),Outcomes of Education,Curriculum Development,Educational Change,College Students,Sociocultural Patterns,Social Emotional Learning

Success in diverse educational and work environments requires intercultural competence, positive attitudes towards difference, and willingness to interact across cultures. Consequently, study abroad participation has increased as universities aim to internationalize; yet we lack clear evidence of study abroad providing students with skills and attitudes the programs intend to develop. This case study (n=10) documents with a mixed methods tool the changes in student attitudinal data after participation in a semester long course with incorporated intercultural learning activities and a 9-day trip to Vietnam. Researchers anticipated positive development in critical thinking, openness, and environmental concern measured by the Beliefs, Events, and Values Inventory (BEVI). Overall, the average group scores did not increase; however, in a more detailed analysis, interesting patterns emerged within the data regarding unintended learning outcomes and variation in the data reflective of individual differences in identity and preparedness for learning. The findings illustrate how quantitative methods can function even with a small N, demonstrate the importance of synthesizing formative and summative assessment practices, and suggest potential curriculum changes and additional resources to support student needs.
Adapting to Leadership in Offshore Schools: A Case Study of Sino-Nova Scotian Schools
Author: MacKinnon, Gregory R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Schools,Principals,Instructional Leadership,High Schools,Skills,Administrator Attitudes,Cultural Context,Cultural Differences

A mixed-methods study including 22 Sino-Nova Scotian school principals in China has established that preparation for leadership in that context requires the consideration of many salient factors. While many North American standards of leadership are an important foundation, effective communication within the multidimensional system is of paramount importance. It was also found that, in order to administer a successful program, principals needed to build stronger social support systems for their teachers and further create a community of practice that included cultural sensitivity and understanding.
Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy
Author: Anthonysamy, Lilian
Date: 2021-01-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Private Colleges,Foreign Countries,Information Technology,Incidence,Undergraduate Students,Learning Motivation,Student Attitudes,Learner Engagement,Questionnaires,Factor Analysis,Structural Equation Models,Blended Learning,Teaching Methods,Majors (Students),Computer Science Education

Purpose: The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology: A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings: The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students' perception of learning performance. Significance: This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed.
School Counselors&apos; Role in Child Rights and Human Rights Education: Moving beyond One&apos;s Professional Comfort Zone
Author: Gary, Juneau Mahan
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Specialists,Childrens Rights,Civil Rights,Citizenship Responsibility,Advocacy,Leadership,Counselor Teacher Cooperation,Student Development,School Activities,Extracurricular Activities,Elementary Secondary Education,Partnerships in Education,Professional Identity,Consciousness Raising

Average American students are seldom aware of child and human rights principles and their impact globally and locally. School counselors are one logical group of school specialists skilled to facilitate school-based, rights-based (i.e., child and human rights) initiatives to promote students' awareness. Moving beyond their professional comfort zones, school counselors have: (1) training in leadership, systemic change, advocacy, and collaboration; and (2) requisite skills to facilitate students' development of a rights-based foundation to become engaged and responsible global citizens with a mature rights-based lens. Rights-based resources are offered for guidance lessons, academic lessons, and extra-curricular programs.
School Refusal in a Multi-Tiered System of Supports Model: Cognitive-Behavioral and Mindfulness Interventions
Author: Nichols, Lindsey M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Cognitive Restructuring,Metacognition,Attendance,Mental Health,Physical Health,Behavior Modification,Case Studies,School Counseling,Counseling Techniques,Social Environment,Anxiety Disorders,Elementary School Students,Middle School Students,Response to Intervention

School attendance is a complex topic for all school stakeholders preparing students for college and career success. Students who refuse to attend or avoid school are affected or influenced by a myriad of reasons such as their own physical or mental health issues. This article explores the various factors at the root of school refusal, particularly anxiety. Considering students' possible sources of distress, cognitive-behavioral and mindfulness interventions are discussed as well as other strategies across a multi-tiered system of supports model. Three case studies provide insight into various interventions that school counselors and other school personnel may use in school refusal situations.
Learning Music through Rhythmic Movements in Malaysia
Author: Ismail, Md Jais
Date: 2021-01-00
Type: Journal Articles
Subjects: Music Education,Action Research,Elementary School Students,Foreign Countries,Teaching Methods,Movement Education,Behavior Change,Music Teachers,Musical Instruments,Singing,Learner Engagement,Skill Development,Specialists,Student Participation,Play,Peer Relationship,Creativity,Intervention

Purpose: Music class should function as a class that triggers joy and a platform for students to express their feelings. Based on observation, there are music teachers who teach singing and the playing of musical instruments based traditionally on a teacher-centered approach. This has caused music classes to become passive and dull, with unexcited students that would cause them to lose focus in the class. The purpose of this research is to investigate the application of rhythmic movements, using one of the components from Dalcroze's Eurhythmics as an activity to develop active and fun music classes, hence to improve students' music performance skills. Methodology: The study was carried out within the framework of a ten-week action-research design involving 35 primary school students at Putrajaya, Malaysia. Data collection was through group observation on students' musical behaviours. Researchers also conducted an in-depth interview with rhythmic movement experts. Findings: Result shows that there is a significant change of musical behaviours among primary students from week 8 to week 10. Experts agree that rhythmic movement can create a meaningful music class with the active participation of students. Three rhythmic procedures have been recommended by the experts to strengthen a music class pedagogy. Significance: Learning music through movements has turned music classes into active and fun places. Rhythmic movement activity has made music lessons to become more meaningful. This study has helped students to explore music through movements, creating an environment in which they have the chance to play, communicate with each other, learn through observation and express their creativity in their own way. This intervention helps students to grasp almost all the music concepts while doing activities. This study has also provided ideas for teachers to integrate rhythmic movements into the music instructional process.
Using Technology to Help Students Set, Monitor, and Achieve Goals
Author: Burik, Anthony
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Goal Orientation,Adult Education,Basic Skills,Prompting,Adult Educators,Teaching Methods

Goal setting is an activity that adult literacy educators should be doing with their students, but it often becomes difficult to monitor the progress of student goals given the many other things they are responsible for in their classes, programs, and schools. While there is little doubt as to the importance of goal-setting and its connection to student persistence, many adult educators may not have a plan for not only helping students identify goals, but monitoring the progress of those goals and identifying if and when those goals have been achieved, and even reformulating student goals when issues in achieving them arise. Like many other aspects of the educational process, adult educators are looking to the possibilities of technology in the shift from print to digital solutions. The article examines the number of technology options available to adult educators, backed by a foundation of Specific, Measurable, Achievable, Relevant, and Timebound (SMART) goal-setting and continual work on nudging students towards achieving their goals, that educators can adopt as they develop a process that works best for educators and their students.
Teaching Phonological Awareness to Preschoolers with Down Syndrome: Boosting Reading Readiness
Author: Gesel, Samantha A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Phonological Awareness,Down Syndrome,Preschool Children,Reading Skills,Emergent Literacy,Preschool Education,Intervention,Reading Instruction,Student Behavior,Direct Instruction,Students with Disabilities,Program Effectiveness,Reading Programs,Educational Games,Student Evaluation,Generalization,Reading Strategies

Phonological awareness (PA) is defined as a child's ability to hear and manipulate parts of spoken language (National Early Literacy Panel [NELP], 2009; National Institute of Child Health and Human Development [NICHD], 2000). Ensuring that children develop PA increases the likelihood that they are successful with later reading instruction. Two types of PA skills are most important to future reading readiness (NICHD, 2000). These include the ability to &quot;blend&quot; smaller sound units into words (/b/ /a/ /t/ [right arrow] &quot;bat&quot;) and &quot;segment&quot; spoken words into smaller sound units (&quot;milk&quot; [right arrow] /m/ /ilk/). Young children with Down Syndrome (DS) often struggle to develop PA skills, particularly in comparison with peers without disabilities (Lemons &amp; Fuchs, 2010; Martin, Klusek, Estigarribia, &amp; Roberts, 2009; Naess, 2016). Nonetheless, there is a significant relation between PA, current reading abilities, and later reading skills for children with DS (Lemons &amp; Fuchs, 2010). This makes early PA interventions especially important. Furthermore, many children with DS exhibit potentially problematic behaviors, such as work avoidance (Fidler &amp; Nadel, 2007). Therefore, early childhood educators must consider comprehensive PA interventions that address the academic and behavioral needs of their children with DS. Explicit instruction is especially important for children with DS who often demonstrate deficits in PA-related concepts and are at risk for later reading difficulties (Lemons &amp; Fuchs, 2010; Martin et al., 2009; Naess, 2016). With explicit instruction, children with disabilities broadly (see Gillon, 2000) and DS specifically (see Lemons &amp; Fuchs, 2010; van Bysterveldt, Gillon, &amp; Foster-Cohen, 2010) show improved PA skills, which support later reading development. This article describes &quot;Boost,&quot; a brief, explicit PA intervention designed for preschoolers with DS.
There Are No &quot;Hard-to-Serve&quot; Learners, Only &quot;Ill-Served&quot; Ones
Author: Jacobson, Erik
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Students,Student Characteristics,Student Needs,Barriers,Federal Legislation,Labor Force Development,Labor Legislation,At Risk Students,Job Skills,Limited English Speaking,Students with Disabilities,Work Experience,Housing,Low Income Groups,Adult Literacy,Public Policy,Criminals

Since it was signed into law, the Workforce Investment and Opportunity Act (WIOA) has been the subject of continuing scrutiny. One commonly shared concern is that the evaluation metrics of the Act (e.g., employment, salary, etc.) may incentivize programs to work with learners who will more readily meet expected outcomes (Pickard, 2016). Others suggest this concern is misplaced, pointing to the fact that the Act explicitly notes that the models created for State and program evaluation will be adjusted to recognize the priority given to serving students who face significant barriers (Wilson, 2015). These barriers include low levels of English and/or literacy, disabilities, limited work experience, lack of stable shelter, economic vulnerability and being an ex-offender. Learners who face these barriers are often identified as being part of &quot;hard-to-serve&quot; populations, both in policy documents and in commentary in the field. However, it is unclear what the term actually means. Because the term is not explained or elaborated on, &quot;hard to serve&quot; is open for interpretation. In this article, the author offers potential meanings for the term &quot;hard to serve,&quot; and argues that recognizing there are no hard-to-serve students, only ill-served ones, will help clarify the political project required to remove the barriers that stand in these students' way.
A Pragmatic Look at &quot;Hard to Serve&quot; and &quot;Ill Served&quot;
Author: Zacharakis, Jeff
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Students,Student Characteristics,Student Needs,Barriers,Federal Legislation,Labor Force Development,Labor Legislation,At Risk Students,Job Skills,Adult Literacy,Public Policy,Adult Educators

Dr. Jacobson's analysis of &quot;hard to serve&quot; is well founded, especially from an academic and theoretical perspective, yet the author is left wanting. Is the solution to merely change the language, the terminology of the legislation, or the terminology used by policy makers as well as practitioners? Are these adults hard to serve or ill served? After re-reading Jacobson's essay the author decided to write this pragmatic response relying upon what he has seen, heard, and experienced. In other words, this response is more anecdotal than scholarly, primarily based on personal experience and conversations with a few directors he has known for years. The author argues that research on how policy shapes the practice of adult education teachers is needed, as well as how these teachers work within said policies. Most importantly there is a need to be careful when stating that students are ill-served. Within the confines of Federal and state rules, within the economic limitations every center has, the majority of adult learning students are well served. The author concludes with the central message that focusing on language and wording may be important to many, but for practitioners the goal is to successfully serve students within the limitations they have little control over. [For Jacobson's article, &quot;There Are No Hard-to-Serve Learners, Only Ill-Served Ones,&quot; see EJ1290190.]
Enhancing Vocabulary Performance through Mobile Assisted Language Learning at a Rural School in Indonesia
Author: Katemba, Caroline V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Achievement Gains,Handheld Devices,Telecommunications,Electronic Learning,Technology Integration,Teaching Methods,Instructional Effectiveness,Second Language Instruction,Second Language Learning,English (Second Language),Grade 8,Foreign Countries

Living in this era of globalization and in the 4.0 industrial revolution, we cannot get away from technology because it has integrated into our lives and has penetrated the educational system. There were studies done on the use of mobile-assisted language learning (MALL) to improve students' vocabulary achievement in other parts of the world and also in some urban schools in Indonesia, but this study seeks to find whether the students' vocabulary improved through the use of MALL at rural school in Bandung- Indonesia. This study was carried out to find the enhancement of using MALL in vocabulary teaching to 79 grade 8 students in Bandung. This study was designed for quantitative and experimental research. The students were separated into two groups, experimental and control groups. A day before coming to class, 15-20 words to learn the following day was sent to the experimental group through a short messages system (SMS) for them to read, find the synonyms and meanings of those words before coming to the class. The result of the study showed that students in the experimental group performed better than the control group. It also proves that technology makes a significant difference in the learning of vocabulary in school.
Pros and Cons of Learning Style: An Implication for English Language Teachers
Author: Rinekso, Aji Budi
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,English (Second Language),Second Language Learning,Language Teachers,Instructional Effectiveness,Models,Teaching Methods

Learning style becomes a familiar theory for English language teachers. With a hypothesis of matching instructions and learning styles resulting in effective learning, many of the English language teachers apply learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there are flaws appearing in the learning style instruments and hypothesis. This study presents in-depth discussions of the pros and cons of learning styles. Also, detailed descriptions about the implication for English language teachers entails at the end of the discussions. This study concludes that English language teachers may focus on: (1) assessing students' background knowledge and interests; (2) identifying students' lacks and necessities; (3) providing more engaging teaching media and materials; and (4) boosting students' autonomy, rather than merely getting involved in the raging debates of learning style.
Pedagogical Discoveries through Participation in a Devised Ethnodrama about Depression
Author: Omasta, Matt
Date: 2020-00-00
Type: Journal Articles
Subjects: Theater Arts,Drama,Depression (Psychology),Ethnography,Phenomenology,Beliefs,Student Attitudes,Undergraduate Students,Attitude Change,Stereotypes,Incidence,Empowerment,Help Seeking,Therapy

This study employs interpretative phenomenological analysis to investigate theatre artists' perceptions and experiences of the phenomenon of devising and performing an ethnodramatic play about depression. Specifically, it explores reflective journal entries the artists wrote after each rehearsal and performance. The analytic process included identifying, coding, and categorizing significant statements in order to develop warranted assertions about the phenomenon. The data suggest that the phenomenon was pedagogical in nature. As such, this article explores seven emergent themes / beliefs participants apperceived throughout the process and discusses the variable veracity of those beliefs. [This article was written with the Facing Depression Project Team.]
Unity in Diversity: The Preserved Art Works of the Varied Peoples of Abeokuta from 1830 to Date
Author: Ifeta, Chris Funke
Date: 2020-00-00
Type: Journal Articles
Subjects: African Culture,Art,Foreign Countries,Cultural Maintenance,Art History,Cultural Activities,Handicrafts,Indigenous Populations,Technological Advancement

Much has been written on the history of Abeokuta and their artworks since their occupation of Abeokuta. Yoruba works of art are in museums and private collections abroad. Many museums in the Western part of Nigeria including the National Museum in Abeokuta also have works of art on display; however, much of these are not specific to Abeokuta. Writers on Abeokuta works of art include both foreign and Nigerian scholars. This study uses historical theory to study works of art collected and preserved on Abeokuta since inception of the Egba, Owu and Yewa (Egbado) occupation of the town and looks at implications for development in the 21st century. The study involved the collection of data from primary sources within Abeokuta in addition to secondary sources of information on varied works of art including Ifa and Ogboni paraphernalia. In particular, this research unravels a mix up in international documentation of Abeokuta works. The study also shows that very little has been done to improve on indigenous technologies through introduction of modern machinery for production. Recommendations are made for improving production to promote tourism and industrialisation without undermining the cultural identity of the people.
Conceptualizing a Critical Thinking Learning Transfer Model: A Qualitative Approach
Author: Mat Said, Noor Azura
Date: 2020-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Transfer of Training,Medical Education,Undergraduate Students,Case Studies,Learning Processes,Student Attitudes,Models,Teaching Methods,Foreign Countries,Instructional Design

Purpose: Although there is a growing interest in Critical Thinking Learning Transfer (CTLT), detailed information regarding the transfer seems to be lacking, particularly in the Malaysian context. In addition, past studies have not focused on medical education. This raises the question: How do Malaysian medical undergraduates transfer their critical thinking learning? Thus, this study sought to explore the CTLT process among medical undergraduates in Malaysia, synthesize the CTLT model and present the types of CTLT. Methodology: A qualitative case study approach was adopted. Eight medical undergraduates were selected using purposive sampling, through two sampling strategies. Data was obtained via in-depth interviews and analysed using thematic analysis. Findings: Three types of CTLT were found, namely near transfer, far transfer, and integrated transfer. Each type of transfer was specified into components. The participants' conceptions of the CTLT process led to the development of a model that presented the types of CTLT and provided a better understanding of the extension of occurrence of CTLT among medical undergraduates. Significance: The CTLT model adds value to the description of the CTLT process among students, especially in the context of the early clinical year medical programme. The model may also influence the future development of critical thinking pedagogies.