ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Mobile Apps to Entice General Education Students into Technology Fields
Author: Liu, Michelle
Date: 2013-02-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,General Education,Information Systems,Information Technology,College Students,Majors (Students),Computer Oriented Programs,Liberal Arts,Teaching Methods,Career Choice,Pretests Posttests,Formative Evaluation

It is of national importance to increase the number of college students pursuing degrees in information systems/information technology (IT/IS) subjects. The primary focus at many institutions is renovating or enhancing existing IT/IS programs and the target audience is the students who have selected to major in IT/IS subjects. This paper looks at general education students and how exposure to mobile app development may change their attitudes toward IT/IS and entice them into pursuing a technology major or minor. The research setting is a liberal arts university with a large female population and a diverse ethnic basis. The authors develop a new pedagogical strategy, teaching students to develop mobile apps using an easy-to-use tool, with the objective of transforming students from technology consumers to technology creators and increasing the number who choose technology as a career path. Techniques for the evaluation of the project outcomes are also discussed.
Promoting Process-Oriented Listening Instruction in the ESL Classroom
Author: Nguyen, Huong
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Listening,Second Language Instruction,Process Education,Adult Education,Textbooks,Learning Activities,Textbook Content

When teaching listening, second language instructors tend to rely on product-oriented approaches that test learners' abilities to identify words and answer comprehension questions, but this does little to help learners improve upon their listening skills (e.g., Vandergrift &amp; Goh, 2012). To address this issue, alternative approaches that guide learners through the listening process toward improved comprehension and fluency have been recommended in the literature. Based on a review of 6 popular intermediate adult English as a second/foreign language (ESL/EFL) textbooks, we found that most of the listening activities in the texts exemplified a product-oriented approach (testing word recognition or listening comprehension) rather than a process-oriented approach (providing instruction to aid in word recognition and comprehension). To enhance the integration of process-oriented approaches for teaching listening, we provide suggestions for activities to supplement product-oriented teacher-made and textbook activities. We begin with an overview of second language listening theory and research that justifies the incorporation of process-oriented instructional approaches in the ESL classroom. Then we report the results of our textbook review and present examples of recommended activity types that teachers and textbook writers could incorporate into their instructional materials to encourage a balanced approach to teaching listening. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
Academic and Social Adjustment of High School Refugee Youth in Newfoundland
Author: Li, Xuemei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Refugees,Student Adjustment,Social Adjustment,Qualitative Research,Student Surveys,Observation,School Culture,Teacher Student Relationship,Social Isolation,Nonverbal Communication,Hygiene,Dress Codes,Sexual Orientation,English Language Learners,Discipline,School Policy,Credits,Peer Relationship

This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of refugees in relation to all newcomers is high. Data for this qualitative study include documents from educational authorities and ESL teachers, field notes of classroom observations, qualitative survey questionnaires from 15 newcomer students, and interviews with 6 students of refugee background and 3 teachers. We found that these refugee youth were challenged due not only to language difficulties and educational gaps, but also to differences in educational systems, school cultures, and student-teacher dynamics between their previous schooling and what they encountered in Newfoundland. They had to cope with social isolation and different practices of body language, dress code, personal hygiene, and sexual orientation. The study also identified inadequacies in the current curriculum, teacher in-service education, and diversity initiatives in the school system. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
The Margins as &quot;Third Space&quot;: EAP Teacher Professionalism in Canadian Universities
Author: MacDonald, Jennifer
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,English Teachers,College Faculty,Professionalism,Foreign Countries,Professional Identity,Postmodernism

Teachers of English for Academic Purposes (EAP) in the Canadian university setting often experience professional marginalization in terms of lack of status, clarity of mandate, or administrative home within their institutions. Despite having broadly benefited the ESL/EAL sector in Canada, traditional trait-focused professionalization efforts have been less effective at countering this marginalization of EAP teachers within our universities. However, these margins could be reimagined as a pedagogically innovative space for some university EAP teachers to define their professionalism in terms not of what they are, but what they do. Recharacterizing the margins as a third space (Whitchurch, 2008) could allow a degree of freedom for EAP teachers to best exercise their professionalism on their own terms: a postmodern professionalism focused on engagement, service, and collaboration. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective
Author: Clark, Jordan
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary,Second Language Instruction,French,Adult Education,Nonverbal Communication,Adult Students,Adult Educators,Classroom Communication,Learning Activities,Student Participation,Language Tests,Foreign Countries,Observation,Student Attitudes,Action Research

This action research project explored the use of gestures for teaching and learning French vocabulary in an upper-beginner adult classroom with 21 students from various language backgrounds. Over the course of 4 weeks, the teacher developed and used 4 sets of themed activities using both teacher- and student-generated gestures to introduce new vocabulary to the students, encouraging students to take an active role with respect to creating gestures. Detailed classroom observations and the teacher's field notes showed that students became comfortable using gestures after the first class and that the gesture activities had positive effects on student participation and the classroom interaction. Weekly quizzes and a final vocabulary test revealed benefits of gesture-based activities for word learning. Students' comments suggested that they enjoyed the gesture activities and that the gestures helped them remember words better, particularly when the word naturally evoked a gesture or when the gesture contained clues to word length or pronunciation. Several pedagogical considerations guiding the design and implementation of gesture-based vocabulary activities in a second language classroom are discussed. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
Large-Scale Assessment and English Language Learners with Disabilities
Author: Liu, Kristin K.
Date: 2017-07-00
Type: Journal Articles
Subjects: English Language Learners,Disabilities,Measurement,Student Evaluation,Achievement Tests,Evaluation Methods,Elementary Secondary Education,Special Education,Cooperative Planning,State Departments of Education,Specialists,Delphi Technique,English (Second Language),Questionnaires

This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement.
The Multicultural Café: Enhancing Authentic Interaction for Adult English Language Learners through Service Learning
Author: Riley, Tracy
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Students,Service Learning,English (Second Language),Second Language Instruction,Immigrants,Foreign Countries,Qualitative Research,Case Studies,Questionnaires,Semi Structured Interviews,Focus Groups,College Students,Dining Facilities

While service learning platforms hold great potential for adult learners of English as an additional language (EAL), there has been little research to date related to the impact of these programs on adult newcomers' linguistic and social development. The Multicultural Café was a food service learning platform for adult EAL learners operated over a 7-month period at a regional college in the British Columbia interior. The café was developed to provide adult immigrant learners of EAL with an opportunity to authentically engage in using English to provide a valued service to the local community. The current study was conducted to explore the impact of the service learning experience from the perspective of the participants. Using a qualitative case study research design, data were gathered from participants (n = 10) through a questionnaire, semistructured interviews, and a focus group. Data were transcribed, coded, and collected into emerging themes. Opportunities for authentic interactions with customers and with other volunteer coworkers emerged as two of the primary outcomes of the service learning experience. Incorporating the service learning opportunity of the Multicultural Café into the participants' English language learning experiences appeared to enhance their interactions within the college community. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
Flipping Excel
Author: Frydenberg, Mark
Date: 2013-02-00
Type: Journal Articles
Subjects: Homework,Video Technology,Educational Technology,Technology Uses in Education,Teaching Methods,Information Technology,Spreadsheets,Student Surveys,Undergraduate Students,Student Attitudes,Conventional Instruction,Teacher Role,Blended Learning

The &quot;flipped classroom&quot; model has become increasingly popular in recent years as faculty try new ways to engage students in the classroom. In a flipped classroom setting, students review the lecture online prior to the class session and spend time in class working on problems or exercises that would have been traditionally assigned as homework. The ability to easily create and consume multimedia on personal computers, tablets, smart phones, and personal media players, and the increased availability of web-based tools for collaboration and communication are two factors that contribute to the popularity of the flipped classroom. This paper presents an implementation of the flipped classroom pedagogy in a first-year introductory Information Technology course, specifically focusing on how these techniques were used to facilitate students' experiences learning Excel concepts. A survey given to students in three sections of the course suggests that students found the instructional methods captured their interests, challenged them, and contributed to their learning.
Steps for Creating a Specialized Corpus and Developing an Annotated Frequency-Based Vocabulary List
Author: Toriida, Marie-Claude
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocabulary,Word Lists,Word Frequency,Computational Linguistics,Language Usage,English for Academic Purposes,Nursing Education,Undergraduate Students,Nursing Students,Computer Software,Second Language Instruction,Second Language Learning,Foreign Countries

This article provides introductory, step-by-step explanations of how to make a specialized corpus and an annotated frequency-based vocabulary list. One of my objectives is to help teachers, instructors, program administrators, and graduate students with little experience in this field be able to do so using free resources. Instructions are first given on how to create a specialized corpus. The steps involved in developing an annotated frequency-based vocabulary list focusing on the specific word usage in that corpus will then be explained. The examples are drawn from a project developed in an English for Academic Purposes Nursing Foundations Program at a university in the Middle East. Finally, a brief description of how these vocabulary lists were used in the classroom is given. It is hoped that the explanations provided will serve to open the door to the field of corpus linguistics. [Note: The issue number (11) shown on this PDF is incorrect. The correct citation is v34 n1.]
A Database Management Assessment Instrument
Author: Landry, Jeffrey P.
Date: 2013-04-00
Type: Journal Articles
Subjects: Database Management Systems,Evaluation Methods,Graduate Students,Information Systems,Pretests Posttests,Program Validation,Correlation,Outcome Measures,Test Construction,Test Items,Psychometrics

This paper describes an instrument designed for assessing learning outcomes in data management. In addition to assessment of student learning and ABET outcomes, we have also found the instrument to be effective for determining database placement of incoming information systems (IS) graduate students. Each of these three uses is discussed in this paper. We describe the use of a pre/post test, item validation, and correlation techniques for the purpose of validation and assessment. Although the instrument was developed for local assessment, its design is based on international information systems curriculum guidelines rendering it suitable for use in any program which incorporates database management in its curriculum.
Cloud Computing in Support of Applied Learning: A Baseline Study of Infrastructure Design at Southern Polytechnic State University
Author: Conn, Samuel S.
Date: 2013-04-00
Type: Journal Articles
Subjects: Computer Uses in Education,State Universities,Computer System Design,Action Research,Experiential Learning,Service Learning,Focus Groups,Stakeholders,Qualitative Research,Computer Science Education

Cloud computing represents an architecture and paradigm of computing designed to deliver infrastructure, platforms, and software as constructible computing resources on demand to networked users. As campuses are challenged to better accommodate academic needs for applications and computing environments, cloud computing can provide an accommodating solution for mobile, campus laboratory, and distance computing. The need for ubiquitous software deployments, virtual environments, software acceleration, economies of scale, and on-demand services points to cloud computing solutions for expedient network access to a pool of shared resources. In this baseline study, as part of a nascent research track, the researchers examine a proposed design for cloud computing at Southern Polytechnic State University to support action research, applied learning and practical, real-world student experiences at the university. Access to university cloud computing resources via an academic research network, physically isolated from the current production network, is proposed. Following a system development life-cycle methodology, design criteria are derived from an analysis of focus group data involving questions related to academic research, applied instruction, and experiential and service learning. Presentation of findings occurs in the form of a use case and architectural topology rendering to be used as a basis for follow-on study in this research track. Physical implementation of cloud computing models at the University can follow this roadmap as the research track unfolds and data are collected to analyze and evaluate for optimal cloud architecture in support of research and education.
Antecedents of Adopting E-Learning: Toward a Model of Academic E-Learning Acceptance
Author: Kamali, Ali
Date: 2013-04-00
Type: Journal Articles
Subjects: Models,Electronic Learning,College Faculty,Teacher Attitudes,Liberal Arts,Interviews,Correlation,Technology Integration,Teaching Methods,Teacher Characteristics,Self Efficacy,Technological Literacy,Academic Rank (Professional),Measures (Individuals),Regression (Statistics),Educational Technology,Information Technology,Statistical Analysis

This study investigates factors that predict the successful adoption and implementation of e-learning technologies in college level courses. The study employed &quot;availability sample,&quot; to collect data via face-to-face interviews with academic professionals in a small liberal arts and sciences college in the Midwest. Two hundred and twelve members of the faculty were targeted, of whom 129 (60%) completed the interviews. Several layers of analysis were performed to test the effects of academic backgrounds and other demographic variables on the perceptions about and the tendencies to adopt e-learning. It was found that the academic background variables did not yield significant correlations with perception about, and the decision to adopt, e-learning. The data showed that the primary interest in the correlates of the decisions to adopt e-learning is the faculty's self confidence in using the technology and online resources.
A Systematic Approach to Faculty Development--Capability Improvement for Blended Learning
Author: Badawood, Ashraf
Date: 2013-06-00
Type: Journal Articles
Subjects: Faculty Development,Blended Learning,Capacity Building,Teacher Improvement,Database Management Systems,Hypothesis Testing,Needs Assessment,Concept Formation,Concept Teaching,Program Validation,College Faculty,Training Methods,Improvement Programs,Foreign Countries,Qualitative Research

Blended learning (BL) provides an efficient and effective instructional experience. However, adopting a BL approach poses some challenges to faculty; the most important obstacle found in this research is faculty's lack of knowledge regarding the use of technology in their teaching. This challenge prompted the research project focused on improving faculty's ability to support their pedagogy with technology. A systematic Learning Management System (LMS) Process Improvement Model, named OASA, is proposed which enables educational institutions to establish a systematic and effective faculty development program for BL teaching and learning. OASA is structured into five levels, and transformation from lower to higher levels of capability in BL teaching and learning is based on prescribed processes, and is intended to provide a new foundation of practices. The conceptualization of OASA was demonstrated by means of a prototype with scope focusing on enhancing faculty's level of capability from Level Two to Level Three. The research has been validated using several validation methods. The main finding is that OASA is a well-founded approach that can help educational institutions overcome challenges relating to faculty's lack of knowledge in using technology in teaching. This study found that adopting OASA would make faculty development processes more understandable, give faculty a starting point for BL pedagogy, keep faculty focused on tasks, and show a process of BL improvement until faculty achieve best practices. The main contribution is that OASA expands the BL body of knowledge, generalizing a solution for problems relating to faculty's lack of knowledge about technology, and demonstrating the proposed solution by means of a Blackboard based prototype of a BL course.
A Comprehensive Survey on Cyberbullying Perceptions at a Major Metropolitan University--Faculty Perspectives
Author: Molluzzo, John C.
Date: 2013-06-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Teacher Attitudes,College Faculty,Metropolitan Areas,Teacher Surveys,Psychological Patterns,Internet,Privacy,Social Networks,Educational Technology,Victims of Crime,Aggression,Universities

Cyberbullying is a concern for any college or university. Digital harassment incidents are featured daily in the news. The authors of this study examine the perceptions of faculty on cyberbullying at a major metropolitan university. From the findings of a survey distributed to faculty in all schools of the university, the authors learn of high levels of perceptions on incidents as an issue but low levels of perceptions on infrastructural and instructional methods of preemption and resolution at the university. This study will be beneficial to faculty in colleges and universities, as cyberbullying is considered an issue more frequent in high schools.
Preparing Students for College: Lessons Learned from the Early College
Author: Edmunds, Julie A.
Date: 2017-06-00
Type: Journal Articles
Subjects: College Preparation,Mixed Methods Research,College Readiness,High School Students,Interviews,School Statistics,Student Records,Educational Methods,Models,Educational Strategies,Teacher Attitudes,Administrator Attitudes,Longitudinal Studies,Academic Achievement

This article utilizes mixed methods--a lottery-based experimental design supplemented by qualitative data--to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.