ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Differences in Mathematics Self-Efficacy and Back Substitution in Multiple-Choice Assessment
Author: Goodwin, K. Shane
Date: 2009-00-00
Type: Journal Articles
Subjects: Test Items,Self Efficacy,Multiple Choice Tests,Algebra,Gender Differences,Mathematics Skills,Undergraduate Students,Surveys,Statistical Analysis,Questionnaires,Multiple Regression Analysis

A quantitative observational study exploring the relationship of gender to mathematics self-efficacy and  the frequency of back substitution in multiple-choice assessment sampled undergraduates at a western United States parochial university. Research questions addressed: to what extent are there gender differences in mathematics self-efficacy, as demonstrated on multiple-choice test items; and to what extent are there gender differences in the frequency of employing back substitution as an informed guessing strategy on multiple-choice test items? Instruments were (a) a representative multiple-choice test algebra equation, and (b) a mathematics self-efficacy survey accompanying a standardized multiple-choice algebra examination. While results revealed no significant gender differences in mathematics self-efficacy or back-substitution strategy, findings concerning testwise strategies application and learner performance accuracy can benefit educators. (Contains 4 tables and 5 figures.)
Using the Discovering Model to Facilitate Transformational Learning and Career Development
Author: Kroth, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Theories,Transformative Learning,Adult Learning,Career Development,Models,Teaching Models,Instructional Design

Transformative Learning Theory has become one of the leading adult learning theories today and yet students, practitioners, and faculty can find it difficult to use. This useful theory has been applied to a variety of settings, including helping to describe the process which occurs as life mission is related to self directed learning. In the book, "Transforming Work: The Five Keys to Achieving Trust, Commitment, and Passion in the Workplace," the authors proposed a Passion Transformation Model, intended to help leaders and individuals create passionate work and passionate work environments. A process they call Discovering is embedded in that model. It is grounded in Transformative Learning Theory and is intended to demonstrate how one's passion might be discerned. This article presents The Integrative Discovering Model and describes how it may be used for advising, teaching, career, or organizational development. (Contains 2 figures.)
Our Quest: How We Negotiate Our Multiple Selves on a Daily Basis
Author: Callahan, Aimee
Date: 2009-00-00
Type: Journal Articles
Subjects: Personal Narratives,Women Faculty,Graduate Students,Mothers,Adult Learning,Learning Theories,Transformative Learning,Individual Development,Experience,Role

Professional women face many changes and challenges in their lives. This article contains the personal narratives of four women who have carried on conversations to reflect upon their transformation from graduate students to educators. In the process, they relate adult learning theories to their own life experiences in order to gain a better understanding of the multiple "selves" that have developed in their lives. They found strength and encouragement in dialoguing with one another about their experiences and hope that by sharing they can offer the same to others who also feel split and conflicted in their multiplicities.
Factors Relevant to the Affective Content in Literature Survey: Implications for Designing an Adult Transformational Learning Curriculum
Author: Taylor, Megan A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Transformative Learning,Learning Theories,Adult Learning,Emotional Intelligence,Reader Response,Personality,Age,Gender Differences,Emotional Response,Undergraduate Students

Current directions in transformational learning theory incorporate the concept of emotional intelligence. The purpose of this study was to understand emotional intelligence as it relates to transformational learning by identifying factors related to individuals' emotional responses to literature. Specifically, the study investigated the relationship between gender, age, personality factors, and emotional responses, as measured by the Schutte Self-Report Inventory and Affective Response to Literature Survey. Gender was determined to be a significant factor, along with the personality factors of Agreeableness and Openness in the International Personality Item Pool Five Factor Model. Implications of the results suggest that an adult transformational learning curriculum could be designed using the identified factors and thereby increasing learning opportunities for students. (Contains 1 table.)
The Role of Concept of Self and Societal Expectations in Academic and Career Achievement
Author: Powell, Katherine C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Concept,Social Environment,Role,Self Esteem,Self Evaluation (Individuals),Career Choice,Academic Achievement

Concepts of self-esteem and confidence are attributes that affect the power of self or identity of a person such as one's ability to be successful in work. Many theorists have stated that the major variables that impact the self are an individual's core sense of self (who one is) and the environment or social relationships that affect a person (external settings and social context). However, recent theorists point out that the self is also influenced by a changing environment that encourages self-evaluation since each individual must adapt to changes in order to succeed. Attributes of self-concept are interrelated and interdependent, and each individual must maintain a positive concept of self when making career decisions and choices.
Exploring the Essential Components of Reading
Author: Tindall, Evie
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Reading Instruction,Beginning Reading,Literacy Education,Second Language Learning,Adult Education,Adult Students,Phonemic Awareness,Phonological Awareness,Phonics,Vocabulary,Reading Fluency,Reading Comprehension

Teachers of adult learners of English as a second language (ESL) have increasingly encountered students with limited literacy skills in their native language and/or in English. Yet, many of these practitioners are not adequately equipped to meet the challenge of teaching reading, especially beginning reading skills. Although there is a paucity of empirical research on teaching reading to adult ESL students, a body of research does indicate that research-based strategies that are effective for native speakers of English are also beneficial for second language learners, provided that appropriate modifications are made. In 2000, the National Reading Panel pinpointed five essential components for success in reading for native speakers as well as ESL students. This article provides a description of these components accompanied by instructional considerations and recommendations for teaching reading to adult English language learners.
Vocabulary Instruction for Second Language Readers
Author: Nisbet, Deanna L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Vocabulary Development,Resource Materials,Limited English Speaking,English (Second Language),Reading Instruction,Teaching Methods,Creative Teaching,Student Motivation

Over the past 20 years, research has consistently affirmed the importance of explicit vocabulary instruction for adult learners of English as a second language (ESL). Given the significant vocabulary demands faced by adult second language readers, ESL teachers must carefully target their instruction for maximum impact and to foster meaningful connections for learners. This practical resource guide for designing and implementing effective vocabulary instruction provides an overview of a three-tiered vocabulary framework, followed by specific recommendations for selecting and teaching vocabulary in the adult second language classroom. Examples of strategies for brief instruction and elaborate instruction are given.
A Framework to Enhance Text Comprehension
Author: Tindall, Evie
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Adult Learning,Adult Students,Reading Comprehension,Teaching Methods,Second Language Instruction,Reading Instruction,Protocol Analysis

Adult learners of English as a second language attend classes with various goals in mind with the most common being gainful employment. To obtain their goals, these learners must successfully acquire language and literacy in English. This can be a daunting task for English language learners as well as their teachers. Goal-oriented adult learners may be interested in learning to read in English and highly motivated to read; yet, they still require skillful and informed instruction. This literacy-based article addresses text comprehension, which is the culmination of all reading engagements. The article describes a threefold reading framework, which is accompanied by instructional principles and research-based strategies known to enhance text comprehension for English language learners.
Using Dialogue Journals to Focus on Form
Author: Linnell, Kimberly Miller
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Journals,Dialogs (Language),Teacher Student Relationship,Educational Benefits,Feedback (Response),Error Correction

Dialogue journals have been used in a wide range of educational settings for quite some time. These written conversations between teachers and students are especially well suited for the ESL classroom. This article describes how many of the conditions known to foster second language acquisition are inherent in the dialogue journal. Traditionally, dialogue journals have not been a venue for focus on form or corrective feedback. Given the importance of focus on form in second language acquisition, dialogue journals could serve English language learners even better if some attention to form were included. This article suggests ways that a focus on form can be thoughtfully incorporated without inhibiting the conversational nature of the journal.
Grammar Instruction for Adult English Language Learners: A Task-Based Learning Framework
Author: Huang, Jiuhan
Date: 2010-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Learning,Teaching Methods,English (Second Language),Adult Students,Second Language Instruction,Educational History,Lesson Plans,Task Analysis,Guidelines,Communicative Competence (Languages)

Over the past few decades, grammar instruction has moved from its central position in traditional language teaching approaches to playing virtually no role in communicative approaches. This article first gives a historical perspective of grammar instruction. Then it outlines the 10 principles of instructed language learning formulated by Ellis and shows how using Willis' Task-Based Learning Framework in grammar instruction for adults responses to many of the 10 principles. Sample task-based lesson outlines that incorporate the framework to teach specific grammatical features are also provided. (Contains 2 tables.)
"Product Placement" to Widening Participation in Psychology: The Case for Culture
Author: Hylton, Patrick L.
Date: 2010-00-00
Type: Information Analyses
Subjects: Undergraduate Study,Psychology,Culture,Cultural Pluralism,Sexuality,Gender Issues,Minority Groups,Core Curriculum,Reflection,Role Models,Multicultural Education

The case is made that psychology, and the British Psychological Society in particular, should make culture in all its guises (multiculturalism, diversity, ethnicities, gender, sexuality, class) part of the core curriculum of undergraduate degrees. It is suggested that this could increase participation by Black and Minority Ethnic groups (BME) because psychology is a self-reflecting discipline and its diversification will provide role models, representation and visibility that impact on people's motivations, sense of identity and belonging. It is argued that the "product" of psychology presently is "culturally cleansed psychology" which is partly a by-product of positivistic science epistemic motives that are implicitly conservative in nature. Placing psychology's "product" in culture would increase the palatability of what we "give away" by making this "product" more suitable for a multi-cultured world and a multicultural society, and hence add to the betterment of the everyday, civil life of society. (Contains 1 table.)
Mental Health Issues and Higher Education Psychology Teaching
Author: Craig, Naomi
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Mental Health,Psychology,Student Experience,Minority Groups,Undergraduate Students,Disabilities,Access to Education,Foreign Countries,Course Selection (Students)

This paper focuses on widening participation and accessibility in relation to mental health issues and undergraduate psychology students. Sections 1 and 2 set the context and outline the scope and aims of this paper. Section 3 presents evidence of the student experience from the Improving Provisions for Disabled Psychology Students (IPDPS) project. Students in this project all had some form of disability as defined by the DDA (2005). Section 4 provides examples of ways in which learning and teaching about mental health can be designed from an inclusive and accessible perspective. These examples are drawn from work done by the Mental Health in Higher Education (mhhe) project in conjunction with the Psychology Network. Finally, Section 5 notes that research into other minority groups studying psychology reflects very similar findings to those reported about mental health and psychology teaching and learning, and also highlights the need for further research into these areas.
Exploring the Processes of Self-Development Encountered by Adult Returners to Higher Education: A Lifespan Psychology Perspective
Author: Mercer, Jenny
Date: 2010-00-00
Type: Journal Articles
Subjects: Grounded Theory,Higher Education,Student Attitudes,Failure,Psychology,Educational Experience,Fear,Individual Development,Adult Students,Conflict,Interviews,Disadvantaged,Academic Achievement,College Students,Family Environment,Role Conflict

Evidence indicates that non-traditional adult returners describe returning to education as a period of self-development and growth. However, lifespan psychology perspectives also show that successful growth and change involves periods of conflict. This paper will explore both the nature of self-development and conflicts experienced by a sample of first generation adult returners from an area of high deprivation. Twenty participants were interviewed at different stages of their higher education courses. A grounded theory approach identified conflicts between "fear of failure and academic success", "the home and University  environment" and the "juggling of multiple roles". Educational experiences also seemed to mediate self-development, labeled "re-negotiating the self". Lifespan perspectives (e.g. Hendry & Kloep's 2002 developmental change model) are utilized to illustrate how these seemingly positive and negative aspects interact. Such an approach can enhance our understanding of the issues such students face, together with the strategies used to overcome them in order to facilitate self-growth and development.
Widening Participation without Widening Attainment: The Case of Ethnic Minority Students
Author: Richardson, John T. E.
Date: 2010-00-00
Type: Information Analyses
Subjects: Higher Education,Open Universities,Distance Education,Psychology,Minority Groups,White Students,Access to Education,Foreign Countries,Educational Attainment,Academic Achievement,Achievement Gap,Equal Education

The participation of people from ethnic minorities in UK higher education is greater than that of White people. Nevertheless, students from ethnic minorities are less likely to obtain &quot;good&quot; degrees (those awarded with first or upper second-class honours) than are White students. This article discusses some possible causes and implications of this attainment gap. It is equally apparent in graduates who have taken courses by distance learning with the Open University, including those who graduate in psychology, and it is equally apparent in the grades awarded to students who have taken the courses that make up the psychology degree. This pattern may apply to other groups who are the focus of attempts to widen access to UK higher education. It is premature to promote the idea of widening participation in such groups unless they can be guaranteed equity in terms of their subsequent attainment. (Contains 5 tables.)
An Exploration of Identity, Motivations and Concerns of Non-Traditional Students at Different Stages of Higher Education
Author: Taylor, Jacqui
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Nontraditional Students,Disproportionate Representation,Student Diversity,Student Characteristics,Differences,Classification,Access to Education,Educational Policy,Student Participation,Equal Education,Maturity (Individuals),Student Motivation,Gender Differences

Non-traditional students are increasingly making up a larger part of the student body and can include students from various groupings, for example, differentiated by ethnicity, socio-economic class (SEC), disability, residential location or age. The aim of this initial exploratory study was to investigate whether and how the motivations, identity and concerns of different types of non-traditional psychology students differed from each other. Previous research has either investigated all types of non-traditional students together with no breakdown according to specific category, or focused on one category (e.g. mature versus non-mature students). A questionnaire was sent to a cross-sectional sample of pre-University, first-year, second-year, third-year and graduate students to collect mainly qualitative data. Questions addressed a number of areas: motivation to go to University; post-University aspirations; identity; and student concerns. There were interesting gender differences with regard to the motivations to go to University; with males more likely to give reasons relating to intrinsic factors and females stating extrinsic factors, supporting previous research. The findings relating to identity showed that mature students were more negative in their self-descriptions, but for second-year and third-year students, mature students were more likely to indicate changes to their identity since joining University. It will be interesting in the next stage of planned research to track changes in identity over time; as this study provides just a snapshot at each stage of the degree. The findings showed that student concerns frequently related to the reason for their being classified as a non-traditional student. For example: financial concerns were more often stated by those from lower socio-economic backgrounds; and mature students were more concerned about academic issues, while non-mature students expressed more social concerns. Although these initial observations require further exploration with a larger sample, they are discussed with regard to their implications for the level and type of pastoral support available to different types of non-traditional students. This study is the first stage of a longitudinal project, and further work suggested from these results will be investigated over the remaining two years of the project. For example, students participating in this study will be tracked, a further group of traditional-entry students will be recruited for comparison and further measures will be collected relating to extrinsic and intrinsic motivation. (Contains 5 tables.)
Reflections on Supporting a Visually Impaired Student Complete a Biological Psychology Module
Author: Betts, Lucy R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Visual Impairments,Psychology,Teaching Methods,Special Needs Students,Biology,Student Needs,Undergraduate Students

While there are a number of technologies that have been used, with varying levels of success, to support visually impaired students, the purpose of this article is to reflect upon the authors' experiences of supporting a visually impaired student through a nine-month level two undergraduate biological psychology module. The authors developed a number of strategies that could be easily replicated and transferred to supporting other students with a visual impairment, to students with other learning requirements, or to all students. Consistent with Haggis' (2003) recommendations, the underlying philosophy that the authors adopted was to regard all students as individuals with their own learning agenda who should be supported to reach their full potential. In this article, the authors describe some of the approaches that they used to support a visually impaired student through a level two biological psychology module. Whilst they recognise that much of what they have suggested can be regarded as good practice for all students, and that the approaches benefited the group more generally, the authors argue that such innovative and engaging teaching methods are crucial to widen participation.
Our Teachers and What We Have Learnt from Them
Author: Sander, Paul
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spelling,Ability,Low Achievement,Self Concept,Identification (Psychology),Dyslexia,Teacher Expectations of Students,Teacher Attitudes,Labeling (of Persons),Coping

In this contribution to the Widening Participation Special Issue of Psychology Teaching Review we consider our experiences in education as people who can't spell using an auto-ethnographic methodology (Sparkes, 2007), specifically, evocative auto-ethnography (Anderson, 2006) and guided by a social constructionist approach to identity (Burr, 1995). We consider how we have become the people we are through the ways others have responded to the Dyslexic or Dyslexic type aspects of ourselves. We start with Paul ruminating about life in education as a terrible speller. We then move on to explore Stella's experiences as a Dyslexic student and on into the early days of her academic career. We finish conversationally by questioning each other about the significance of our experiences and their implications both for education and the social construction of identity. The overall aim of this article is to ask teachers who are intolerant of poor spellers to take a more supportive approach, mindful of the impact they can have. We also seek to support University students who suffer at the hands of their teachers and important others on account of their Dyslexic type symptoms. The students will know who they are as they will have been labelled so many times but we do worry that the teachers may not be able to identify themselves, such are the power relations inherent in the social construction of identity (Phoenix, 2007). (Contains 2 figures.)