ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality and Cost Matter: Students&apos; Perceptions of Open versus Non-Open Texts through a Single-Blind Review
Author: Sheu, Feng-Ru
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Student Attitudes,Textbooks,College Students,Psychology,Textbook Evaluation,Textbook Content

Although prior research has examined student perceptions of open materials, research investigating students' perceptions of open versus copyright-restricted textbooks through a direct, experimental approach is lacking. To better understand how students perceive open textbooks outside the context of the classroom, we examined students' perceptions of unfamiliar open and non-open (copyright-restricted) psychology textbooks. Forty-four introductory psychology students reviewed chapters from two open textbooks and two traditional/copyright-restricted textbooks and then ranked the textbooks from most to least favourite. Students rated each chapter on several quality measures, including layout structure, visual appeal, ease of reading, and instructional features. Next, bibliographical information and cost were revealed, and students re-ranked the textbooks accordingly. Before knowing the bibliographic information and cost, students were more likely to prefer the two traditional textbooks. There after, they were more likely to select the open texts. Students often referred to textbook price as a determining factor for their change.
Limiting Children to Books They Can Already Read: Why It Reduces Their Opportunity to Learn
Author: Shanahan, Timothy
Date: 2020-00-00
Type: Journal Articles
Subjects: Difficulty Level,Reading Instruction,Grouping (Instructional Purposes),Reading Material Selection,Reading Comprehension,Educational History,Readability,Elementary School Students,Teaching Methods

A recent survey aimed at identifying the most popular current programs used to teach reading found that one common feature of all the top sellers was that they organize their teaching around leveled books. Other recent surveys show that teaching reading with leveled books is on the increase and that teachers believe it is endorsed or supported by their state educational standards, though, in most cases, it is not. Most American students are learning to read, at least at basic levels, and since most are being taught with leveled books, there must be some potency in the approach. But the real question is not whether children can learn from leveled books, but whether such leveling confers any learning advantages. Might students do even better if taught with books they cannot already read so well? That is the real question. In this article, the author examines the research on leveled reading approaches and offers more effective ways that classroom teachers can ensure their students acquire the skills and knowledge they need to not only read a text but also comprehend it. The author also provides a short history on leveled reading programs.
My Classroom: Cote D&apos;Ivoire
Author: Kerry, Elaine
Date: 2020-07-00
Type: Journal Articles
Subjects: Grammar,Oral Language,Universities,International Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Reflective Teaching,Teaching Methods,Teacher Attitudes,Teacher Role,Teacher Student Relationship

In this article, Elaine Kerry describes the educational context and perspectives of International University of Grand-Bassam (IUGB) Instructor Mohamed Lekrama. Kerry describes his beginnings as a Mauritania-born teacher, who first came to Cote d'Ivoire in 2017 after many classroom journeys of his own, what attracted him to IUGB and Cote d'Ivoire, and his role teaching international students in sections of Grammar, Oral Communication, and Listening.
Simple English Wikipedia: Free Resources for Beginner to Intermediate Levels
Author: Schmidt, Katrina J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Web Sites,Editing,Collaborative Writing,Web 2.0 Technologies,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Instructional Materials,Reading Materials,Teaching Methods,Vocabulary Development,Management Systems

Finding free, level-appropriate texts that can be shared with students--and that have no copyright issues--is a challenge. English language teachers often have to build their own collection of paper-based or online texts by purchasing them and making copies or creating texts entirely on their own, which takes time that many teachers do not have. Buying reading materials may not be cheap in any context, but it is sometimes impossible to find and purchase them in international English as a foreign language (EFL) contexts. As teachers who have worked in a variety of places, we have struggled with these challenges and are always on the lookout for free accessible texts. That search is what led us to using Simple English Wikipedia (SEW) in the classroom.
Teaching Reading &quot;Is&quot; Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do
Author: Moats, Louisa C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Teachers,Teaching Methods,Instructional Effectiveness,Knowledge Base for Teaching,Reading Skills,Word Recognition,Reading Comprehension,Spelling,Writing Skills,Content Area Reading

The most fundamental responsibility of schools is teaching students to read. Because reading affects all other academic achievement and is associated with social, emotional, economic, and physical health, it has been the most researched aspect of human cognition. The fact that teachers need better preparation, professional development, and resources to carry out deliberate instruction in reading, spelling, and writing should prompt action rather than criticism. It should highlight the chronic gap between what teachers need and what they have been given. Just about all children can be taught to read and deserve no less from their teachers. Teachers, in turn, deserve no less than the knowledge, skills, and supported practice that will enable their teaching to succeed. This article is an excerpt of &quot;Teaching Reading Is Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do&quot; (www.aft.org/sites/default/files/Moats.pdf), which emerged from a collaboration between the American Federation of Teachers and the Center for Development and Learning.
Results from a Psychology OER Pilot Program: Faculty and Student Perceptions, Cost Savings, and Academic Outcomes
Author: Magro, Juliana
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Pilot Projects,Psychology,Teacher Attitudes,Student Attitudes,Cost Effectiveness,Outcomes of Education,Academic Libraries,Undergraduate Students,Textbooks,Student Costs,Partnerships in Education,Copyrights,Educational Quality,College Faculty,Commuting Students,Media Adaptation,Handheld Devices,Electronic Learning,Access to Education

This case study describes the library's experience of collaborating with an undergraduate Psychology Department at Touro College to integrate open textbooks into their program. We discuss the pedagogical changes as well as explore the impact of Open Educational Resources (OER) on students' savings, their academic outcomes and perceptions of OER. Furthermore, we highlight the successes and shortcomings in having the library as a central OER partner. To measure the results, we surveyed students and conducted a faculty survey and a focus group, in addition to analyzing the students' final grades. This pilot program delivered strong results. The students' perception was very positive, and faculty's opinions on the textbooks used were mixed. Some professors felt that the textbook lacked important content, but because of its openness, they added their own content to the book. Students enrolled in OER courses performed better than those enrolled in the same courses using a commercial textbook.
Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success
Author: Wittkower, Lucinda Rush
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Textbooks,Student Costs,Academic Achievement,Open Educational Resources,Learner Engagement

To provide more affordable course content to our students and faculty, local data on how students perceive textbook expenses and how the costs impact student success would be necessary in order to advocate to faculty and other stakeholders. This survey, conducted at a mid-sized research public institution, aims to explore student perceptions of textbooks and how these perceptions influence academic success. The results reveal that students feel that the cost of required textbooks is unreasonable and that students are more likely to purchase required textbooks for in-major classes than for elective or general education courses. The most common means of reducing costs are purchasing from a vendor other than the campus bookstore, renting, or sharing books with classmates. Implications for academic success included not purchasing required textbooks or withdrawing from a course due to not having the materials. Students whose majors are housed in the College of Business have the highest textbook costs.
Creating a Sense of Community and Belonging for Latinx Students
Author: Loveland, Elaina
Date: 2018-00-00
Type: Journal Articles
Subjects: Group Membership,Sense of Community,Hispanic American Students,College Students,Barriers,Communication Problems,Paying for College,Family Role,Undocumented Immigrants,Identification (Psychology),Academic Persistence,Student Recruitment,School Holding Power

The Latinx population reached an all-time high of nearly 58 million in 2016 and has been the principal driver of demographic growth, accounting for half of national population growth since 2000, according to the Pew Research Center. The percentage of Hispanic 18 to 24-year-olds enrolled in college has climbed from about 22 percent in 2000 to nearly 35 percent today, according to statistics published by the US Department of Education. However, just because these students are getting to college in greater numbers, it does not necessarily equate into student success. Six years after beginning college, 35 percent of Hispanic students drop out without earning a degree, compared with only 27 percent of white students, according to the National Student Clearinghouse. Opening wide the doors to higher education for Latinx students and helping them succeed is something that will help colleges better reflect the diversity of the US. Latinx students can't get left behind in terms of higher education access because the significance of their success goes beyond just the ivory tower.
Helping African-Americans Aim High in the Wake of Past Wrongs
Author: Abdul-Alim, Jamaal
Date: 2018-00-00
Type: Journal Articles
Subjects: African American Students,Student Attitudes,Racial Differences,First Generation College Students,Disproportionate Representation,Barriers,Racial Bias,Access to Education,Dual Enrollment

Statistics show black students are more likely than white students to be the first in their families to attend college. For instance, white students represent 70 percent of all continuing-generation college students, while black students represent 11 percent of all continuing-generation students. But when it comes to first-generation students, whites only represent 49 percent of such students, whereas black students represent 14 percent of such students. Since blacks represent 13.4 percent of the overall US population, they are underrepresented among continuing generation students but slightly overrepresented among first-generation students, whereas whites--who represent 76.6 percent of the population--are underrepresented among first-generation college students, for whom they represent 49 percent of all students. The problem with this imbalance is how the population of black students view college. The barriers that stand between black students and higher education are longstanding and transcend how much experience their families have or do not have with college.
Disability or Divergent Characteristic? Inside the Neurodiversity Movement
Author: Nyhan, Sean
Date: 2018-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Neurological Impairments,Student Diversity,Dyslexia,Attention Deficit Hyperactivity Disorder,Autism,Mental Disorders,College Admission,College Students,College Applicants,Advocacy

While topics like socioeconomics, race, gender, veterans, transfer students, and other underserved populations frequently grab headlines, another student category often gets left out of the conversation about diversity. Society typically labels students with neurological differences--which can include dyslexia, attention deficit hyperactivity disorder (ADHD), autism, Tourette Syndrome, and others--as &quot;students with disabilities.&quot; The term &quot;neurodiversity&quot; dates back to the 1990s, but researchers, educators, and advocates have just recently begun to see it proliferate into admission and enrollment conversations. Neurodiversity argues that the wide spectrum of neurological conditions derives from ordinary variations in the human genome. Autism and ADHD, for example, are not diseases or disorders, the movement argues. They simply represent different ways of thinking and communicating. However like other underserved groups, neurodiverse students face their own unique set of challenges during the admission process. For students with dyslexia, the essay serves as a major obstacle. For students on the autism spectrum, or those with mental illness, making personal connections with admission staff or student ambassadors can be intimidating. Fortunately, there are some resources for neurodiverse students.
Academic Advising and the Community College Baccalaureate: Implications for Research, Policy, and Practice
Author: Martinez, Edna
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Community Colleges,Bachelors Degrees,Program Implementation,College Faculty,Faculty Advisers,Teacher Responsibility,Faculty Workload,Faculty Development

An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.
Advising Adult Learners during the Transition to College
Author: Karmelita, Courtney
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Student Adjustment,College Students,Transitional Programs,Nontraditional Students,Student Attitudes,Student Experience,Self Concept,Student Participation,Social Support Groups,Adult Students

Adult learners represent a growing population of students in higher education who need various types of support to successfully embark on the transition to college. One popular type of support is a transition program, which aims to promote successful entrance to higher education. This study's findings imply that, while adult learners who have participated in transition programs continue to face challenges as they attempt to pursue higher education, the connections the participants made within transition programs helped mitigate the barriers they encountered. Additionally, the narratives of adult learners in this study demonstrate the need for academic advising during the transition to college. More research on the impact and effectiveness of transition programs is needed to develop programming that meets the needs of adult learners.
Advisor Beliefs, Practices, and Perceptions of Well-Being: Development of an Advisor Self-Evaluation Instrument
Author: He, Ye
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Advisers,Teacher Attitudes,Beliefs,Well Being,Self Evaluation (Individuals),Academic Advising,Educational Practices,Teacher Student Relationship,Role

Academic advising is integral to student success in higher education. However, few studies have explored the beliefs, practices, and well-being of advisors. In this study, we introduce an instrument designed to explore advisors' beliefs, practices, and well-being based on literature that addresses advising approaches and their theoretical connections, along with research on measuring well-being. Trends and themes of advisors' beliefs, practices, and factors associated with their perception of well-being were highlighted using responses from 136 advisors from various U.S. higher education institutions. We also consider implications from both individual and institutional perspectives.
Are Course Withdrawals a Useful Student Success Strategy?
Author: Akos, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Withdrawal (Education),Courses,School Holding Power,College Freshmen,Outcomes of Education,Success,Grades (Scholastic),Demography,Predictor Variables,Racial Differences,Gender Differences,Age Differences,Credits,Majors (Students)

Course withdrawals have significant cost and curricular implications for both students and institutions. Yet within the retention literature, little is known about the context or impact of course withdrawals. This study examines course withdrawals of first year students from a sample of nine universities. Data reveal that demographic and contextual factors differentially influence the use of course withdrawals. Further, these data suggest that course withdrawals have negative consequences for second year retention, with nuanced significance when compared to making grades of D or F. We discuss implications for academic advisors, retention specialists, and faculty leaders, as well as policy and future research considerations.
Early Declaration of a College Major and Its Relationship to Persistence
Author: Spight, David B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Majors (Students),Decision Making,Academic Persistence,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,First Generation College Students,Place of Residence,Grade Point Average,Dual Enrollment,Advanced Placement,Intellectual Disciplines,Remedial Instruction,Student Research,College Entrance Examinations,Undergraduate Students

As college completion rates are a top priority for institutions and other stakeholders, understanding college student persistence is important. Some perceive students making an early decision about a major as necessary for success in college, arguing that enrolling as undeclared contributes to student attrition. Previous research about undeclared students and persistence, however, is limited, conflicting, and dated. For this longitudinal study, logistic regression analyses were conducted using institutional records for 4,489 first-time in college, full-time enrolled students from the Fall 2010 cohort at a large research university in the Western United States. The results show no difference in persistence between students who matriculate as declared versus undeclared majors, which has implications for advising practice.
From Design to Impact: A Phenomenological Study of HumanMOOC Participants&apos; Learning and Implementation into Practice
Author: Torcivia Prusko, Patrice
Date: 2020-06-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Program Effectiveness,Self Efficacy,Faculty Development,Higher Education,Informal Education,Communities of Practice,Computer Mediated Communication,Interpersonal Relationship,Intention,College Faculty

The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants' actual practices. The &quot;Humanizing Online Teaching and Learning&quot; or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: &quot;learning journeyers,&quot; &quot;I think I can,&quot; and &quot;bringing it back to the classroom.&quot; The intention to participate and to overcome barriers and the increase in self-efficacy as a result of personal accomplishment, impacted the participants' will to implement what was learned into their teaching practice.
Ensuring Online Learning Quality: Perspectives from the State University of New York
Author: Muller, Kristyn
Date: 2020-06-00
Type: Journal Articles
Subjects: Online Courses,Educational Quality,State Universities,Standards,Educational Improvement,Educational Strategies,Institutional Evaluation,Evaluation Methods,Self Evaluation (Groups),Outcomes of Education,College Faculty,College Students,Services,Program Evaluation,Academic Persistence,School Holding Power,Marketing,Student Recruitment,Compliance (Legal),Access to Education,Faculty Evaluation,Course Evaluation,Student Attitudes,Feedback (Response),Community Colleges

As participation in online learning continues to expand, higher education institutions must implement policies and procedures to ensure quality at the course, program, and institution levels. In this paper, the authors describe a process that the State University of New York (SUNY) System implemented, utilizing the OLC Quality Scorecard, to help individual campuses examine the quality of their online offerings and develop strategies to support continuous improvement.
Community College Faculty Perceptions of the Quality Matters™ Rubric
Author: Gregory, Rhonda L.
Date: 2020-06-00
Type: Journal Articles
Subjects: Community Colleges,College Faculty,Teacher Attitudes,Scoring Rubrics,Educational Quality,Online Courses,Electronic Learning,Curriculum Development,Faculty Development,Teaching Methods

This paper reviewed the factors that make up quality assurance including course design, content, delivery, and institutional support, as well as infrastructure in relationship to professional development impact on teaching practice. Building on the assumption identified in literature is the concept of course design being the most critical component impacting both student learning and faculty teaching. Course design affects student learning, faculty satisfaction with the course, establishes a teaching presence, and influences the transactional difference that occurs between the students and the instructor. Using the premise of the critical nature of course design, this study reviewed how the use of faculty professional development through a Applying the Quality Matters Rubric (APPQMR) workshop using the Quality Matters (QM) rubric as a framework to impact course design created specific faculty perceptions and affected teaching practice. Six themes identified from the research related to faculty's perceived value and rigor of the QM rubric and training are discussed in the conclusion section.