ethanporcaro/eric-fulltext-meta huggingface dataset:
Reducing Stereotype Threat in the Classroom
Author: Platts, Todd K.
Date: 2020-08-00
Type: Journal Articles
Subjects: Social Sciences,Teaching Methods,Social Justice,Stereotypes,Social Bias,Racial Bias,Minority Group Students,At Risk Students,College Students,Culture Fair Tests,Grading,Identification (Psychology),Self Efficacy,Feedback (Response),Consciousness Raising,Student Empowerment

This brief pedagogical essay, focusing on social science classrooms, provides fellow instructors with practical strategies and advice in reducing the presence of stereotype threat in their classrooms. Techniques of task reframing, practices of positive affirmation, the providing of constructive criticism, the incorporation of marginalized groups into course content, and suggestions for meeting stereotype threat head-on are discussed as are some strategies students can adopt themselves. While the methods of stereotype threat reduction addressed in this essay can help curtail some of the negative impacts of racism's micro-level forces, stereotype threat must also be considered a structural problem that requires structural solutions.
Preparing K-12 Teachers for ELLs: Improving Teachers&apos; L2 Knowledge and Strategies through Innovative Professional Development
Author: Li, Nan
Date: 2020-12-00
Type: Journal Articles
Subjects: English Language Learners,Preschool Education,Elementary Secondary Education,Teacher Education Programs,Faculty Development,Second Language Learning,Teacher Competencies,English (Second Language),Knowledge Level,Hispanic American Students,Teacher Researchers,At Risk Students

English Language Learners (ELLs) are the fastest growing segment of school population, especially in urban schools. The teaching workforce has relatively unchanged to match this fast growth. Data found no measurable difference in the percentages of teachers' ethnic backgrounds between 1999-2000 and 2007-2008. This mismatch creates the demand for preparing the K-12 teachers who can work effectively with ELLs. The study examines an innovative program that prepares K-12 teachers through research and service combined with traditional professional development. Findings reveal significant improvement in the teachers' second language (L2) knowledge and strategies working with ELLs.
&quot;That&apos;s Me on a Horse of Many Colors&quot;: Native American College Students&apos; Self-Portraits as Academic Writers
Author: Komlos, Barbara Z.
Date: 2019-00-00
Type: Journal Articles
Subjects: American Indian Students,American Indian Education,College Students,Alaska Natives,Tribally Controlled Education,Public Colleges,Two Year Colleges,Self Concept,Cultural Influences,Indigenous Knowledge,Writing (Composition),Identification (Psychology),Freehand Drawing,Writing Assignments,College Faculty,Teacher Role

Native Americans are largely absent from the basic writing literature, yet their experiences and identity construction as emerging academic writers offer important insights for college writing instructors. This study addresses previous research on Native American college writers, the legacy of education and writing in Native communities, and the role of cultural identity and the connection between self and writing. Semi-structured interviews were conducted with 20 students who identified as American Indian or Alaska Native enrolled at a public university and two tribal colleges. To generate discussion around writing identity and experiences, participants were asked to draw portraits depicting themselves as academic writers. Six themes emerged as representative of students' identities as writers. Findings also highlight the influence of culture and community on writing perception, which are triangulated with results from semi-structured interviews with faculty and staff. Recommendations are provided for integrating Indigenous literacies into college composition curricula.
Factors Influencing Indonesian Students Satisfaction during Their Studies in China
Author: Sandy, William
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Satisfaction,Foreign Students,Educational Policy,Student Attitudes,College Preparation,Individual Differences,Predictor Variables,Academic Support Services,Student Personnel Services,Safety

Since more Indonesian students are coming to pursue higher education in China, understanding the factors influencing Indonesian students' satisfaction could facilitate Chinese higher education institutions and the policymakers to improve and develop their services to match the needs of current Indonesian students in China and to attract potential Indonesian students to study in Chinese higher education institutions. Therefore, the main objectives of this study were (1) to analyze influential factors on Indonesian students' satisfaction toward Chinese higher education, (2) to examine level of Indonesian students' satisfaction toward Chinese higher education, and (3) to provide recommendations for both Chinese higher education institutions and the related policymakers. This study applied quantitative approach by using questionnaire as a tool to collect primary data from the 215 Indonesian students currently studying in several universities in Wuhan. The findings indicated four factors have significant positive influence on Indonesian students' satisfaction toward Chinese higher education. These four factors are education service, infrastructure and staff support, safety, and students' preparation before coming to China. The multiple regression models with these four factors could predict 60.8% of the variance in the overall Indonesian students' satisfaction.
The Impact of Implementing a Design-Thinking Project in the Sales Classroom
Author: Larson, Lindsay R. L.
Date: 2019-04-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Business Administration Education,Salesmanship,Thinking Skills,Art Education,Experiential Learning,Universities,Course Descriptions,Student Attitudes,Student Interests,Program Descriptions,Self Efficacy,College Students

Experiential instruction has been implemented in classrooms as a method of learning and reinforcing complicated material. This study introduces a design-thinking project taken from a University Art &amp; Design Program and adapted for a sales course. 'Pre' and 'post' comprehension testing of students on the SPIN selling approach was completed to establish the value of this project, and the study further investigates its impact on student interest and engagement. Results suggest that this project not only helps to reinforce key concepts, but also student confidence, level of interest, and perceptions of sales people as customer-oriented and benevolent service providers.
Developing Instructional Capacity and Competence among Preservice Teachers: Voices of Literacy Teacher Educators
Author: Raymond, Roberta D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Literacy Education,Elementary Secondary Education,Teacher Competencies,Preservice Teacher Education,Preservice Teachers,Curriculum,Instruction,Teaching Methods,Teaching Skills,Educational Resources,Teacher Educators

High-quality literacy teacher preparation is critical for K-12 student success and an important topic. Teacher educators must develop instructional capacity and competence among preservice teachers, and the current study sought to discover how literacy teacher educators promoted understandings with curriculum, instructional approaches, and resources among preservice teachers. Using Bandura's Social Cognitive Theory, we retrieved relevant survey data and examined reported preparation practices qualitatively. Our findings were congruent with preparation practices reported in extant literature for developing instructional capacity and competence among preservice teachers. Findings also revealed an imbalance with preparation practices, from which recommendations for literacy teacher educators were made.
Contributions of Culturally Responsive Elementary School Teachers in the Education Process
Author: Karatas, Kasim
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Elementary School Teachers,Teacher Role,Teacher Student Relationship,Student Motivation,Multicultural Education,Teacher Effectiveness,Foreign Countries,Cultural Awareness,Student Diversity,Social Justice,Social Integration,Academic Achievement,Teacher Educators,Teacher Attitudes

In this study, contributions of culturally responsive elementary teachers in the education process are examined. It has been found that having culturally responsive competencies could create positive results in individual, school and societal levels. Within this context, culturally responsive elementary teachers would make a great contribution in the educational process and for education stakeholders, especially for themselves. In addition, culturally responsive elementary teachers would be able to use their individual and professional capacity more effectively since their sociological readiness would be greater. Culturally responsive elementary teachers could also increase students' motivation for school and learning.
The Artistry of Teaching
Author: Ivie, Stanley D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Effectiveness,Teaching Methods,Teaching Skills,Aesthetics,Intimacy,Teacher Student Relationship,Teacher Characteristics,Caring,Educational Philosophy

We live in an age rife with evaluations. Everyone is busy evaluating everyone. Teachers evaluate students; administrators evaluate teachers; the public evaluates administrators. Testing agencies are having a field day creating instruments for evaluating everyone and everything. The circle feeds on itself. In my 45 years of teaching experience, my most treasured evaluation came from a six-year-old boy who came to class one evening with his mother. During the class period, he sat quietly next to his mother working with pencil and paper on something placed upon his desk. At the end of the class, he came to the front of the room and presented me with a picture of myself standing in front of the classroom waving my hands in the air. Below the picture he had written, &quot;You are a good teacher and funny.&quot; They say a picture is worth a thousand words. I like to think the little boy captured the spirit of my teaching. The following article is a venture into the spirit of teaching. Hopefully, it can assist thoughtful teachers in developing their own classroom artistry.
The Impact of Scientific Epistemological Beliefs of Sri Lankan Senior Secondary Students on Their Approaches to Learning Science: A Structural Equation Modelling
Author: Prasadini, Lasanthi
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Scientific Attitudes,Learning Strategies,Beliefs,Epistemology,Correlation,Science Education,Public Schools,Learning Motivation

In recent years, there has been a growing interest among researchers on students' epistemological beliefs and learning approaches which are considered as important predictors of academic achievement. The aim of present study was to ascertain the relationship between Sri lankan senior secondary students' scientific epistemological beliefs and approaches to learning science. The sample included 415 students from western province of Sri Lanka. The partial least square-structural equation modelling (PLS-SEM) was employed to ascertain the relationships. The results revealed that sophisticated scientific epistemological beliefs of senior secondary students predict their deep learning approaches while less sophisticated scientific epistemological beliefs predict the surface approaches. The findings provide important implications for science learning -- teaching process and curriculum reforms.
Investigating English Teachers Perceptions and Practices of TBLT in Three Secondary Schools in Awi Zone
Author: Addis, Ketema
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Secondary School Teachers,Teaching Methods,English (Second Language),Second Language Instruction,Language Teachers,Instructional Effectiveness,Learning Activities,Communication Skills,Observation,Student Evaluation

The purpose of this study was to investigate teachers' perceptions and practices of Task-Based Language Teaching (TBLT) in Awi zone three secondary schools. The data for this study were collected through questionnaires from a total of 32 teachers at three secondary schools in Awi zone. The sample of the study was taken by using convenience sampling method. In order to gather data from the subjects of the study; questionnaire, interview and class room observation were used. The internal consistency of the questionnaire proved by Cronbach's alpha. Both qualitative and quantitative methods of data analysis were employed. SPSS version 17.0 Windows was used to analyze the results of the questionnaire. One sample t-test was used to assure whether the observed and the expected mean score differences were significant. The statistical data analysis was descriptive and inferential. Frequency, a percentage analysis and mean scores were used. The data that was gathered from the class room observation and interview were qualitatively analyzed. The analysis provided qualitative data which is exploratory, explanatory and interpretive in nature. Findings of the study revealed that the study of perceptions and their practices demonstrated that TBLT has not been implemented successfully within three secondary schools in Awi zone as teachers have only limited perception and incomplete practice of its theories and methodologies. The challenges and possibilities towards the implementation of TBLT in the class room are identified. Finally, some recommendations were forwarded based on the main findings of the study.
A Functional Analysis of the Thematic Organization in Electrical Engineering Research Article Introductions Written in English by Native and Saudi Scholars: A Comparative Study
Author: Alyousef, Hesham Suleiman
Date: 2020-06-00
Type: Journal Articles
Subjects: Research Reports,Engineering,Native Speakers,Contrastive Linguistics,English,English (Second Language),Second Language Learning,Arabs,Authors,Foreign Countries,Academic Language,Discourse Analysis,Phrase Structure,Language Usage,Writing Instruction,Material Development

The study of the Research Article (RA) genre has been dominated by genre analysis and corpus linguistics focusing on rhetorical moves and, or lexicogrammar, with little attention to the level of the message and the realization of different types of Theme and progression patterns. To the best of our knowledge, there is a lack of comparative studies investigating similarities/differences in the use of theme in electrical engineering RA Introductions written by native English-speaking (NES) scholars and non-native English-speaking (NNES) Saudi scholars. We address this gap using Systemic Functional Linguistics (SFL) approach to analyze the texture of electrical engineering RA Introduction sections written by NES scholars and NNES Saudi scholars from a message perspective. The research questions aimed to quantitatively and qualitatively investigate (1) Theme types, (2) thematic markedness, and (3) thematic progression patterns in the two data sets. After reviewing comparative research on message structure, we analyzed 117 RA Introductions written by experienced NES/NNES authors. The results accord with research comparing thematic organization in native English scholars' writings and those from cultural background other than Arabic. The findings showed that NESs' and Saudi NNESs' introductions overlap at a clause level, but they start to diverge beyond the clause. This study provides a good starting point for understanding NNES Saudi scholars' use of underexplored linguistic items. The results of the current study offer insights for academic writing instruction and material developers.
Development of Modern Physics Achievement Test: Validity and Reliability Study
Author: Balta, Nuri
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Science Achievement,Physics,Test Validity,Test Reliability,High School Students,Foreign Countries,Achievement Tests

In this study, we aimed to develop an instrument that could be used to measure students' achievement in modern physics at high school level in a valid and reliable manner. The study was carried out in fall 2013-2014 with a total of 304 students. In this study, expert opinions were obtained to determine the test's content validity. The reliability of the test was obtained via Cronbach's alpha, which produced reliability coefficients that fell within acceptable limits. Item analysis were conducted to eliminate improper items. Based on these findings, it could be concluded that the test is an instrument that produces valid and reliable measures, and that can be used to determine students' achievement in modern physics.
An Exploratory Analysis of School Culture within a Multi-School Charter School System
Author: Sahin, Alpaslan
Date: 2020-00-00
Type: Journal Articles
Subjects: School Culture,Charter Schools,Teacher Attitudes,Positive Attitudes,Professional Development,Collegiality,Elementary Secondary Education,Educational Environment,Institutional Characteristics

The primary purpose of this study is to examine and understand how teachers of charter schools perceive their respective schools' cultures. The research is based upon data gathered from teachers (n=372) in schools (n=18) within a Charter School System (CSS) in the southern United States. We used descriptive statistics, t-test and one-way ANOVA as our statistical tools. The findings revealed that teachers at the Charter Schools have a positive perception of the school culture within their respective schools. Teachers particularly favored professional development opportunities and collegial support in their respected schools. School size, grade span, and years of operation did not make significant differences in CSS's school culture except collegial support. Collegial support scores for the K-12 school was significantly higher than the 9-12 schools.
Types of Social Help-Seeking Strategies in Different and across Specific Task Stages of a Real, Challenging Long-Term Task and Their Role in Academic Achievement
Author: Hirt, Carmen Nadja
Date: 2020-00-00
Type: Journal Articles
Subjects: Help Seeking,Student Behavior,Academic Achievement,Secondary School Students,Student Motivation,Foreign Countries,Student Attitudes,Supervisors,Peer Relationship,Family Role

Social help seeking (SHS) is an important strategy for successful self-regulated learning at all school levels. The aim of this longitudinal study is threefold: to ascertain the existence of different types of SHS strategies in various task stages of creating an individual academic paper, examine the extent to which these types of SHS strategies change in the course of that challenging long-term task and analyse the extent to which these types are relevant to academic achievement. This examination extends previous studies by adopting a task-specific, person-centred development perspective on SHS outside regular classroom instruction. In particular, we explore SHS types in the context of a real, long-term task, whereby aspects neglected in previous studies (need for help, help sources based on specific issue areas) are used for type creation and test for differences in academic achievement. Three online questionnaires were completed by 603 upper secondary school-level students (62.9% female) with a mean age of 17.3 (SD = 0.71) within one school year. Latent class analyses, latent transition analyses (LTA) and nonparametric procedures (Kruskal-Wallis H test, post hoc Dunn-Bonferroni test) were performed. Different SHS types were identified (independents, factual supervisor-focused, factual supervisor-focused and motivational family-focused, motivational family-focused, and factual and motivational family-focused) and found to vary over different task stages. Moreover, LTA indicated a considerable change between the SHS types over time. Nevertheless, no significant differences in achievement emerged between the types per task stage, thus reflecting the adage, 'There is more than one way of doing it'.
Early Pregnancy Determining and Repercussion Analysis at Schools in Parakou
Author: El-Hadj Imorou, Soulé
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Parenthood,Pregnancy,Public Schools,Secondary School Students,Sexuality,Contraception,Adolescents,Foreign Countries,At Risk Students,Sexual Harassment,Sex Education,Parent Role,Poverty,Socioeconomic Influences,Prevention

In order to know the reasons why the pregnancy phenomenon is increasing at schools, this study focused on early pregnancy determining and repercussion analysis at schools in Benin. The principal data have been collected from three public secondary schools in Benin. Descriptive analysis and frequencies using have been used to analyze the data. After the analysis of collected data, results show that having sex without condoms, parents' poverty are the principal causes of early pregnancy. The majority (48.4%) of pregnant girls are 15 or 17 years old and all the pregnancies concern the girls of first cycle (first form to fourth form) based on non-desire pregnancy. The consequences of this phenomenon are on the health, society and schools. [Note: The issue number (1) indicated on the PDF is incorrect. This article is published in the v3 n2 2020 issue.]
Monitoring Mouse Behavior in E-Learning Activities to Diagnose Students&apos; Acceptance Items of Perceived Usefulness and Ease of Use
Author: Tzafilkou, Katerina
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Analytics,Student Attitudes,Usability,Behavior Patterns,Web Based Instruction,Intelligent Tutoring Systems,Experiential Learning,Computer Science Education,Interaction,Correlation,Affordances,Undergraduate Students,Eye Movements,Foreign Countries

This study investigates students' mouse behavior during their interaction with a web-based experiential learning environment for Computer Science courses. The research focuses on the detection of correlations between the monitored mouse metrics and students' technology acceptance items of perceived usefulness and ease of use. Findings reveal several significant correlations; in particular, metrics of mouse clicks and hovers can be associated with students' perceived ease use and perceived usefulness. The findings of this work show an interesting research direction towards the analysis of learners' mouse behavior during their interaction with interactive and web-based tutoring systems.
The Implementation of Visual, Auditory, Kinesthetic (VAK) Learning Model in Improving Students&apos; Achievement in Writing Descriptive Texts
Author: Ramadian, Oki Dwi
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Modalities,Writing Achievement,Cognitive Style,Visual Learning,Auditory Perception,Kinesthetic Perception,Action Research,Scores,Teaching Methods,Writing Improvement

The English teaching in a public vocational school of &quot;Akomodasi Perhotelan&quot; (&quot;SMK AP&quot;) so far has shown unsatisfactory result. Based on the preliminary study it was found that the writing skill of the tent graders of SMK AP 3 was low. This classroom action research was aimed at improving the students' writing skill of descriptive text by implementing VAK learning model. In this study 26 students were selected as subjects. This study was completed through one cycle using VAK learning model. The findings revealed that students' writing scores increased after the researcher implemented the VAK learning model. The average score of the students improved 38.18 points into 81.49 compared to their scores in the preliminary study which was 43.31. Out of 26 students, there were only 7 (26.92%) who failed to achieve the minimum mastery criteria (KKM). It can be inferred from the findings that the VAK learning model succeeded in helping the students to improve their writing' achievement. The result of this study implies that VAK learning model can be an alternative to improve the students' writing skill.