ethanporcaro/eric-fulltext-meta huggingface dataset:
Washback of ACTFL&apos;s Integrated Performance Assessment in an Intensive Summer Language Program at the Tertiary Level
Author: Martel, Jason
Date: 2019-00-00
Type: Journal Articles
Subjects: Testing Problems,Language Tests,Second Language Learning,Second Language Instruction,Language Teachers,Semitic Languages,Chinese,Spanish,Higher Education,Intensive Language Courses,Summer Programs,Teacher Attitudes,Teaching Methods,Educational Change

Washback, that is, the effect of tests on teaching and learning, has captured the interest of scholars in applied linguistics for almost 30 years. However, most research has been conducted on large-scale tests, rather than classroom-based language assessments like ACTFL's Integrated Performance Assessment (IPA). The present study explored washback of the IPA on teachers of Arabic, Chinese, and Spanish in a higher education intensive summer language program. Through a series of interviews, participants explained ways in which the IPA influenced not only their practices, but also their thinking about language teaching. Directions for future research and considerations for changes to IPA implementation are shared based on these findings.
Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development
Author: Zidny, Robby
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Tribes,Secondary School Science,College Science,Environmental Education,Sustainable Development,Culturally Relevant Education,Cultural Context,Science and Society,Consciousness Raising,Scientific Concepts,Community Characteristics,Foreign Countries

Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we describe how indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognise the value of promoting sustainability. We present potential topics encompassing the sociocultural context of Baduy science that can be associated with sustainability issues. Topics were identified from six themes (agriculture, medicine, natural dyes, household chemicals, renewable energy, and astronomy). Potential implications of these topics to science learning are also presented. We view contextualization of science teaching and learning by indigenous science as a promising source to enhance students' perception of the relevance of science learning. It can also promote education for sustainable development.
Academic Goal Orientation: New Insights and Cultural Adaptation of Academic Goal Orientation Questionnaire into the Turkish Language
Author: Findikoglu, Fuat
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Factor Analysis,Turkish,Measures (Individuals),Learning Motivation,Learning Processes,Academic Achievement,Translation,Undergraduate Students,Student Attitudes,State Universities,Factor Structure,Scores,Goodness of Fit,Course Descriptions,College Faculty,Foreign Countries

This study aims to review and provide new perspectives for academic goal orientation. The study introduces first chronological history of goal orientation and depicts how goal orientation evolved into a new construct in learning from the discussion on motivational factors. At first, this study isolates goal orientation from motivation and provides novel insights into goal orientation as a separated factor affecting learning. Then, this study provides analyses of the adaptation work of the academic goal orientation questionnaire into the Turkish language. The translated scale was applied to a sample of 729 undergraduate students, 376 (51.6%) of which were female and 353 (48.4%) of which were male students at a state university in Turkey. For the structure validity of the translated scale, exploratory and confirmatory factor analyses were carried out. Exploratory factor analysis yielded a three-factor structure of thirteen items accounting for 66.5% of the variance. Confirmatory factor analysis results suggested that the tested model of the translated scale yielded satisfactory goodness of fit. The total score of the translated academic goal orientation instrument is reliable (Cronbach's [alpha] = 0.84). The literature and the results from the application of the instrument suggest that the translated instrument offers valuable input into the curricula and syllabi in higher education in addition to providing insights to lecturers about the perceptions of the students towards the courses.
Beyond Tickets and Comma Splices: Using Writing Center Coaching Techniques to Support Online Learners
Author: McNeal, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Laboratories,Writing (Composition),Coaching (Performance),Electronic Learning,College Students,Technical Support,Teaching Methods,Program Development

Many college students struggle with technical difficulties when enrolled in an online or hybrid class. Sometimes students do not even have a choice about online options, such as in the COVID-19 era, when the shift to remote instruction has happened and could happen at any time. Students need support for success in the online environment, yet many support models focus on the immediate problem rather than deeper root causes for the problem or misunderstanding. Traditional support models may use a ticketbased system that strives to quickly resolve the issue at hand. While the ticket-based system has some merit, there is a need for additional support via a technology coaching approach, which was influenced by writing center philosophies. This type of approach can focus on teaching students proper netiquette, appropriate techniques, and basic computer skills, which will enable them to succeed not just in a single online course but also in an online program or an eventual work environment. The article concludes with a discussion of collaboration and the importance of slow thinking, a concept inspired by the Slow Food movement which actively encourages problem solving and reflection.
From Welcoming Unstructured Free Time to Avoiding It
Author: Jordan, Katherine A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Leisure Time,Student Employment,Student Attitudes,Undergraduate Students,Stress Management,Extracurricular Activities,Negative Attitudes

Leisure experience during free time has many benefits yet employed college students have limited available free time. Utilizing semi-structured interviews (N=34) during the spring and fall of 2017, this study explored free time experiences of college students employed on campus. Interviews were transcribed, coded, and analyzed by a team of three researchers. Findings revealed that leisure experiences during both unstructured and structured free time varied based on leisure skills and knowledge. The findings highlighted areas in need of future research regarding how college students employed on campus negotiate leisure experiences during free time.
Georgia Management Students&apos; Perceptions of Faculty Academic Qualifications and Professional Experiences
Author: McBrayer, Juliann Sergi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Business Administration Education,College Faculty,Teacher Qualifications,Teaching Experience,Undergraduate Students,College Students

The purpose of this study was to explore perceptions of undergraduate management students at one Georgia institution of higher education regarding the importance of academic qualifications and professional experiences possessed by their management faculty. The study addressed the importance of these attributes to include relevant practical experience, traditional academic training, scholarly productivity, higher education institutions attended, and level of engagement with the business community. This quantitative study surveyed 70 upper-level management students using Likert categories to provide an exploratory view of attributes that today's students view as important in faculty. The findings ranked attributes of relevant professional experience more important than academic qualifications such as scholarly research activities across all demographics as related to their importance of gaining a quality management education. This study may provide insight into the attributes that students deem important in faculty in an effort to support student success, as well as inform accreditation mandates, determine faculty ratios of academic versus professional faculty, make hiring decisions, and address compensation issues of academic versus professional faculty. As well, this study and extended research may provide insight into improving outcomes for higher education's community stakeholders to meet the dynamic demands of business. Additionally, this research could extend to varied types of industry that require professional experiences such as educational leadership and nursing to better prepare students for the workforce.
Implementing Gender-Inclusive Housing: A Narrative Inquiry
Author: Amos, Samantha N.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Housing,Student Personnel Workers,Administrator Attitudes,LGBTQ People,Sexual Identity,Program Implementation,College Environment,School Policy,Social Bias,Policy Formation

The purpose of this narrative inquiry was to understand how institutions of higher education implemented a gender-inclusive housing option for students from the perspective of student affairs administrators. Of particular interest was how housing administrators perceived a gender-inclusive housing option impacted students and the campus community. Semi-structured interviews were conducted with seven administrators at four-year, mid-size, public institutions on the East Coast. Data were organized into four themes: experiences related to (a) creating a welcoming housing option, (b) shifting the binary on college campuses, (c) dissecting room selection processes, and (d) building the gender-inclusive team. The results of this study help student affairs educators better understand the nuances of aligning practices with professional values in relation to the needs of LGBTQ+ students.
Navigating Expertise: Experiences of New Professionals in Fraternity/Sorority Life
Author: Goodman, Michael A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Fraternities,Sororities,Expertise,Professional Personnel,Student Personnel Workers,Student Personnel Services,Entry Workers,Employee Attitudes,Self Concept,Knowledge Level

Fraternity/sorority life is a complex profession with a high turnover rate of professional staff members. In this qualitative study of 11 new fraternity/sorority professionals following their first year in their roles, we examine how new professionals perceive and navigate expertise. We then present implications for practice and research in fraternity/sorority life and student affairs more broadly.
Holistic Grief Effects, Mental Health, and Counseling Support in Bereaved College Students
Author: Varga, Mary Alice
Date: 2021-00-00
Type: Journal Articles
Subjects: Grief,Mental Health,Counseling Services,College Students,Correlation,Clinical Diagnosis,Depression (Psychology),Attention Deficit Hyperactivity Disorder,Posttraumatic Stress Disorder,Eating Disorders,Incidence,Physical Health,Psychological Patterns,Behavior Problems,Emotional Problems,Interpersonal Relationship,Religious Factors

This study examined the relationships between holistic grief effects experienced by college students, mental health, and the use of various counseling supports. A total of 1,092 college students completed an online survey about their losses, holistic grief effects they experienced, and the various types of counseling support they utilized while grieving. Students also shared prior diagnoses of depression, eating disorders, insomnia, attention-deficit/hyperactivity disorder (ADHD), and post-traumatic stress disorder (PTSD). Of the 842 students who experienced a loss, students reported emotional, cognitive, behavioral, physical, interpersonal, and world assumption grief effects. Approximately 10% of students utilized off-campus professional counseling support, and 8% used campus counseling center support. An even smaller number of students utilized face-to-face peer support groups or online support groups. Students who utilized on-campus counseling and off-campus professional counseling reported significantly more holistic effects in all areas. Students who utilized online support groups reported significantly more physical grief effects, and students who utilized face-to-face-support groups reported significantly more physical, cognitive, behavioral, and interpersonal grief effects. Statistically significant associations were found for students diagnosed with depression and their use of both off-campus professional counseling and campus counseling center support, as well as previous ADHD diagnoses and use of campus counseling center support. Implications for universities is addressed and recommendations for future research are also discussed.
Prevention of Sexual Misconduct on College Campuses: A Qualitative Analysis
Author: Chambers, Kaia
Date: 2021-00-00
Type: Journal Articles
Subjects: Prevention,Sexual Abuse,Training,Program Effectiveness,Higher Education,Violence,School Culture,School Safety,College Environment,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Sexual Harassment,Rape,Faculty Development,Staff Development,Student Development,College Students,College Faculty,School Personnel,Crime Prevention,Online Courses,Conventional Instruction,Trainers,Disclosure

Campus sexual misconduct has been a growing concern in recent years. The researchers of this qualitative study analyzed the perceived adequacy of current sexual misconduct training and delivery practices from Title IX coordinators representing 11 higher education institutions across the United States. Results point to the importance of establishing both online and in-person Title IX practices to change the culture of sexual misconduct, greater support victims, and prevent future violence. Awareness of these practices is critical for institutions seeking to create safer campus climates and communities.
Students&apos; Intention to Use Emotion-Aware Virtual Learning Environment: Does a Lecturer&apos;s Interaction Make a Difference?
Author: Nassr, Rasheed Mohammad
Date: 2021-01-00
Type: Journal Articles
Subjects: Intention,Adoption (Ideas),Virtual Classrooms,Electronic Learning,Teacher Student Relationship,Interaction,College Students,College Faculty,Student Attitudes,Positive Attitudes,Security (Psychology),Psychological Patterns,Innovation,Correlation,Learning Motivation,Readiness,Technology Integration,Foreign Countries

Purpose: This study explored students' perspective of using emotion-aware Virtual Learning Environment (VLE) in Malaysia's higher education institutions. The purpose is to investigate the relationships amongst dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia's higher education institutions. Methodology: Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Smart PLS) in two phases: (1) examining the direct effect of students' attitude on VLE adoption intention, and (2) examining the indirect effect of constructs using lecturer interaction as a mediator. Findings: The findings revealed a significant mediating role of lecturer interaction on the relationship between attitude and intention to use VLE across the student cohort. Inhibitors, such as insecurity and discomfort, were less significant in affecting students' attitude towards emotion-aware VLE. The results indicate that students are motivated to use VLE when lecturers understand their emotions and react accordingly. Significance: This is one of the studies pertaining to emotions in VLE and lecturer interaction in higher education institutions. The results facilitate an understanding of the pedagogical role of lecturer interaction as a practical learning motivation. It is of particular interest to curriculum and e-learning stakeholders looking to improve students' interactions with the VLE systems. Apart from extending the current literature, this study has significant practical implications for education management in higher learning institutions.
Who Delivers It and How It Is Delivered: Effects of Social-Emotional Learning Interventions on Learning Anxiety and Dropout Intention
Author: Deli, Wu
Date: 2021-01-00
Type: Journal Articles
Subjects: Social Emotional Learning,Anxiety,Mental Health,Dropout Prevention,Intention,Intervention,Program Effectiveness,Teacher Effectiveness,School Counselors,Grade 8,Junior High School Students,Rural Schools,Boarding Schools,At Risk Students,Early Adolescents,Personal Autonomy,Delivery Systems,Foreign Countries

Purpose: Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology: This study employed a 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from Qinzhou City in Southwest China participated in the study. Findings: Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance: The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it.
An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?
Author: Chambers, Dianne
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational History,Inclusion,Educational Change,Students with Disabilities,Criticism,Educational Practices,Educational Policy,Teacher Education,Parent Attitudes,Futures (of Society),Educational Planning,Foreign Countries,Elementary Secondary Education,Educational Legislation

Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement
Author: García-Vita, Ma del Mar
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Academic Achievement,Social Influences,Foreign Countries,Student Diversity,College Students,Gender Bias,Gender Discrimination,Social Bias,Social Discrimination,Racial Bias,Racial Discrimination,Identification (Psychology),Student Attitudes,Sense of Community

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in students with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.
The Soft Skills of Special Education Teachers: Evidence from the Literature
Author: Fernandes, Patrícia Raquel da Silva
Date: 2021-00-00
Type: Journal Articles
Subjects: Soft Skills,Special Education Teachers,Inclusion,Literature Reviews,Foreign Countries,Resilience (Psychology),Empathy,Self Efficacy,Communication Skills

The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers' educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review.
An Introductory Primer on Multilevel and Hierarchical Linear Modeling
Author: Roberts, J. Kyle
Date: 2004-00-00
Type: Journal Articles
Subjects: Hierarchical Linear Modeling,Heuristics,Learning Disabilities,Correlation,Statistical Significance

The following article provides a brief primer and overview of multilevel and hierarchical linear modeling. The school-effects model with random effects is illustrated with a heuristic dataset. Finally, recommendations are presented for researchers studying learning disabilities who would like to utilize this methodology.