ethanporcaro/eric-fulltext-meta huggingface dataset:
Bullying of Students in Academic Institutions: A Qualitative Study
Author: Chowdhury, Faieza
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Educational Environment,Victims,Undergraduate Students,Student Attitudes,Student Experience,Foreign Countries,Aggression,Student Behavior,Individual Characteristics,Power Structure,Empathy,Peer Influence,Family Environment

Every student has the right to feel safe within their academic institution. However, many experience frequent bullying and undergo mental traumas, alienation and self-destructive behaviors. Bullying is largely an unreported and unaddressed issue in many academic institutions, which can result in long-lasting effects on students' lives. A study conducted by the United Nations Educational, Scientific and Cultural Organization (UNESCO), reported that 23% of school students in Bangladesh had been victims of bullying. This statistic clearly indicates that bullying is an alarming issue in Bangladesh which needs to be addressed urgently and properly. This qualitative study was conducted with 60 undergraduate students in order to explore their perceptions and experiences on bullying practices within the academic institutions of Bangladesh. Drawing on the findings of the study, a number of recommendations for the prevention and monitoring of bullying practices within the educational setting are suggested.
A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context
Author: Gatcho, Al Ryanne G.
Date: 2019-06-00
Type: Journal Articles
Subjects: Remedial Reading,Reading Achievement,Reading Instruction,Reading Difficulties,Reading Teachers,Teacher Role,Foreign Countries,Literacy Education,Elementary Secondary Education,Knowledge Level

Remedial reading teachers are forerunners in elevating the reading achievement of students in schools. In the Philippines, there has been a continual enrichment of the reading skills of struggling readers through the initiatives of remedial reading teachers. However, the country does not have clear policies on the identities, roles, challenges, and needs of such teachers. This paper presents a review of the literatures on remedial reading teachers. The results revealed that remedial reading teachers performed various roles in schools and that the cultivation of the roles and duties of remedial reading teachers rely so much on different factors, some of which are knowledge and the skills that they have, philosophical views in education and the whole school community, the rapport that remedial reading teachers have with their colleagues, the support of the administrators to their personal and career developments, and provisions of the local government. It was also evident in the review that there is a scarcity of literature and studies regarding remedial reading teachers in the Philippines, thus, suggesting to explore on the what's and the how's of remedial reading teachers in a hope of creating clear policies that will strengthen their identities and support their professional developments.
Applying Metacognitive Strategies in English for Missionary Course
Author: Mahendra, Aloisius Wisnu
Date: 2019-10-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Second Language Learning,Second Language Instruction,English for Special Purposes,Religion,Language Usage,Context Effect,Universities,Christianity,Foreign Countries,Student Attitudes,Religious Education

This study aimed at examining metacognitive strategies applied by eight missionaries during their learning in a specialized English course. As English has a significant influence to contribute to the spread of missionaries worldwide, a need of assisting the missionaries with sufficient use of English becomes a concern since they are required to use special expressions and skills to meet situational needs when they do their missions. This carries the notion of ESP on a contextual language learning specified for the missionaries as it provides opportunities for them to manage their learning. It encourages them to use metacognitive strategies during the course, focusing on planning for the learning strategy, monitoring the strategy use, and evaluating the whole learning. The current study was conducted in the Language Institute of Sanata Dharma University within the Center of English for Specific Purposes (CESP) division in 2018. Written reflections over the lessons were collected from the missionaries as the main data source. A document analysis, then, was employed to examine the data qualitatively. The findings showed how the missionaries applied the metacognitive strategies to assist their learning.
Developing Students&apos; Higher Order Thinking Skills (HOTS) in Reading: English Teachers&apos; Strategies in Selected Junior High Schools
Author: Indriyana, Bernadeta Siska
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Thinking Skills,English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Reading Instruction,Reading Skills,Junior High School Teachers,Questioning Techniques,Group Discussion,Feedback (Response),Behavioral Objectives,Student Motivation,Reading Comprehension

The 2013 curriculum in Indonesia mandates that teachers should develop students' Higher Order Thinking Skills (HOTS). One of the learning goals through HOTS is to make sure that students can analyze, evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in reading skills, are still very limited. Therefore, this study aimed at describing the teachers' strategies in developing HOTS in teaching reading skills. The researcher used a mixed-method, as it is relevant to the methodology needed in this study. The participants were 22 English teachers of Junior High Schools in Yogyakarta. The data were collected through questionnaires, observations, and interviews. The findings indicated that the strategies by the teachers to develop HOTS were as follows: (1) asking divergent questions to the students, (2) using group discussions, (3) informing learning objectives to the students, (3) giving feedback to invite the students to review, refine, and improve understanding about learning materials, and (5) giving motivation to the students to think critically. The recommendation for further study is also discussed.
A Sage on Two Stages: What a Black Academic Taught a White Scholar about Cross-Cultural Mentoring
Author: Taylor, Z. W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Cultural Differences,College Faculty,Minority Group Teachers,Interpersonal Relationship,Personal Narratives,Whites,Blacks,Cultural Awareness,Alumni,Graduate Students,African Americans

Cross-cultural mentoring can be loosely defined as a reciprocal mentoring relationship where the mentor and mentee do not share any one of many personal identities. In this study, personal narratives convey what a White scholar learned about cross-cultural mentoring from a Black academic, focusing on two events. Critical findings and reflections include the necessity for White allies in cross-cultural mentoring relationships to anticipate difference rather than discomfort, to commit to paying analytic and holistic attention to their mentor, and to seek opportunities to mitigate any cultural taxation that people of color may pay inside and outside of the relationship.
Teacher Emotions Matter: Bridging Teacher Learning and Mathematics Instruction in the Early Years Using an Affective Instruction Design
Author: White, Wendee
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Instructional Design,Affective Objectives,Preschool Teachers,Young Children,Kindergarten,Psychological Patterns,Instructional Improvement,Childrens Attitudes,Laboratory Schools,Negative Attitudes,Positive Attitudes,Adoption (Ideas)

Interest in the role of emotion within mathematics education has increased in recent decades. Within a case-study framework, I explored how an Affective Instructional Design (AID) supported an early years teacher develop the capacity to change her instructional approaches, influenced her mathematic affect, and the affective experiences of her students. My conceptualisation for AID is based on an integrated framework approach drawing from emotion-learning theory, instructional design theory, and teaching and learning mathematics theory to integrate affect and cognition throughout the instructional process. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee, USA. Measures included teacher interviews, video recordings of 13 mathematics lessons, and field notes. Findings from this small study suggest instructional supports such as AID influence teacher capacity to bridge new learning and enacted practice; preliminary findings indicate AID contributed to a rise in positive teacher and learner affect, and improved teacher capacity to plan and implement quality mathematics learning environments.
Falling through the Cracks: Homeless Youth Need Natural Mentors
Author: Viramontes Le, Desiree
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Homeless People,Access to Education,Student Needs,At Risk Students,Postsecondary Education,Housing,Student Transportation,Public Education,School Personnel,Mentors,Graduation Rate

The current Every Student Succeeds Act (ESSA), which contains the most recent reauthorization of the McKinney Vento Act (M-V), places a focus on homeless youth that is intended to facilitate access to K-12 education, higher education and eliminate barriers in-between the two. Through each reauthorization of the McKinney Vento Act since its enactment in 1987, homeless youth have gained more and more access to key school personnel and academic support. Yet homeless youth still face barriers to accessing education and postsecondary success. Currently homeless liaisons, specially designated people in K-12 settings, work daily to assist youth who are homeless with issues surrounding barriers to housing, transportation, public education and higher education access. This paper examines homeless liaisons along with other school personnel as natural mentors with practices found in the McKinney Vento Act to support this vulnerable, invisible population with appropriate steps to eliminate the youth homeless to adult homeless pipeline.
Homeschooling: Between Croatian Aspirations and Slovenian Reality
Author: de Laat, Gita Mateja
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Home Schooling,Legal Responsibility,Parent Attitudes,Educational Legislation,Educational History,Parent Rights,Cultural Differences,Elementary Secondary Education

In this study we describe a short history of homeschooling in Europe, with particular emphasis on Slovenia and Croatia. We describe the legal frameworks of both countries, with a focus mostly on Slovenia where homeschooling is legal, whilst in Croatia it is not legal. To find out how parents think about homeschooling and especially their thoughts about legislation on homeschooling, we conducted interviews with five Slovenian families who are already homeschooling their children and five Croatian families who aspire to do so, with the intention to gain clearer insight into the concrete reality of homeschooling in both countries. We address both the legislation and human experiences in order to examine to what extent the Slovenian example could form a basis for the creation of an authentic Croatian homeschooling model.
Tracking Learning and Teaching Chains and Their Variations in the Development of Mixed-Methods Methodology
Author: Pitkäniemi, Harri
Date: 2020-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Research Design,Educational Research,Causal Models

Recently, inspirational articles on research methodology have been written on the development of the mixed-methods approach. This area of study concerns methodological trends in the construction of research designs. One may ask, whether it is possible to construct a notional piece of investigation, potentially highlighting a research design that successfully seeks to identify a causal mechanism. The purpose of the current study is to consider how to construct a research design that would illustrate the application of methodological ideas in the context of educational research, such as school education and learning. This study produces three dimensions of causal mechanism: a horizontal dimension (chain length), a vertical dimension (possibilities of different variations), and tentatively a hypothetical causal network dimension (including context factors).
An Analysis of English for Specific Purposes among University Students
Author: Bekteshi, Edita
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,English (Second Language),Foreign Countries,Engineering Education,Student Attitudes,Undergraduate Students,Communication Skills

The study gives an account of English for Specific Purposes (ESP) within the engineering field, students' willingness to learn professional English vocabulary, and ESP issues related to Higher Education Institutions (HEIs). The study investigates students' need to learn English through data analyzed in a descriptive and exploratory study, focusing on the students' perceptions about ESP based on their English language level and ESP learning practices, and its integration within HEIs. A questionnaire was completed by 239 university students and 16 face-to-face interviews were held. The collected data were subjected to SPSS statistical analysis and the results were then analyzed and discussed. The study identified that university students can acquire professional vocabulary in English language classes, providing high levels of stimulus for future job opportunities in the engineering field. The highest priority for the students was learning ESP for employment purposes, with the primary focus being the enhancement of their communicative skills.
Beyond the Spoken Word: Examining the Nature of Teacher Gesturing in the Context of an Elementary Engineering Curriculum for English-Learner Students
Author: Fernandez, Luis Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,English Language Learners,Engineering Education,Nonverbal Communication,Bilingual Students,Elementary School Science,Science Instruction,Kindergarten,Young Children,STEM Education,Second Language Learning,Discussion (Teaching Technique),Classroom Techniques,Incidence,Culturally Relevant Education

Our research team performed an exploratory analysis of teacher gesturing via a case study of an elementary teacher. We focused on gesturing, a practice found to support both bilingual English learner students' linguistic development and mathematics achievement, during the teacher's engineering and science lessons. The research team systematically analyzed teacher video data using McNeill's gestural dimensions framework and found variation of gesturing types and rates when comparing engineering and baseline science lessons. Additionally, specific types of teacher-gestures appear to be associated with either behavioral or classroom management practices, procedural instructions, and discussion facilitation. We suggest that teacher-gestures such as these have the potential to facilitate bilingual English learners' language acquisition, while also developing their STEM literacy in general and engineering capacity in particular. Further exploration of teacher-gestures in elementary engineering curricula could lead to an integrated STEM pedagogy that incorporates gesturing as a fundamental teaching strategy, bridging STEM instruction with linguistically responsive instructional practices.
Where Do Students with Disabilities Enroll in Texas Postsecondary Institutions?
Author: Charran, Chelseaia
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Postsecondary Education,Student Needs,Special Education,Institutional Characteristics,Educational Policy,State Policy,Access to Education,Costs,Grants,Predictor Variables,Enrollment,Public Colleges,Private Colleges,Academic Degrees,Student Financial Aid,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Civil Rights Legislation,Geographic Location,Teacher Student Ratio

Although a wealth of research has explained how postsecondary institutions can support students with disabilities, no studies have articulated which postsecondary institutions are best suited to enroll students with disabilities through quantitative measures over long periods of time. Given the contentious history of special education in Texas, it is critical to investigate how Texas postsecondary institutions support students with disabilities and which institutional characteristics best predict the enrollment of these students. This study explored which Texas postsecondary institutions have enrolled students with disabilities over a five-year period (2013-2017), ultimately informing how Texas education policies could be changed to support greater postsecondary access for this population. Data suggest institutions of lower research intensity and private non-profit postsecondary institutions in Texas have enrolled greater percentages of students with disabilities from 2013 to 2017. Additionally, instructional expenses and institutional grant aid positively predicted enrollment from 2013 to 2017, suggesting Texas postsecondary institutions could strategically spend funds to increase postsecondary access for students with disabilities. Implications for research, practice, and policy are addressed.
Through a Pedagogy of Belonging: Creating Cross-Cultural Bridges in Doctoral Programs
Author: Fry, Jessica J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Doctoral Students,College Faculty,College Instruction,Mentors,Cultural Differences,Student College Relationship,Teacher Student Relationship

In this article, a student (Jessica) and professor (Julie) with cross-cultural characteristics--such as race, various identities, power dynamics, and backgrounds--offer a thesis that pedagogies of belonging, or educational strategies meant to foster a sense of belonging, that start in the classroom can create cross-cultural bridges that endure throughout doctoral study, and enrich the lives of both teacher and student. We begin with our personal stories: a Ph.D. student who is Asian American, cisgender and heterosexual, an immigrant, and a transracial adoptee raised by white parents; and a professor who is white, LGBTQ, and raised by biological parents of the same race. We each identify a parallel experience in education where a sense of belonging was borne of a cross-cultural interaction, and where key, positive academic outcomes resulted. The article then reflects on the importance of finding a sense of belonging in higher education, and the ways in which a pedagogy of belonging--an approach to teaching that places emphasis on every student being and feeling like a valuable, integral part of the classroom community--can help create cross-cultural bridges between faculty mentors and doctoral students. We conclude by explaining how to deploy a pedagogy of belonging in the classroom and beyond.
Quality Assurance Practices Applied in PTTCs: Listening to the Student Teachers&apos; Voice through Focus Group Discussion
Author: Kigozi, Edward
Date: 2020-00-00
Type: Journal Articles
Subjects: Quality Assurance,Elementary Education,Schools of Education,Foreign Countries,Educational Quality,Program Implementation,Educational Practices,Student Teachers,Student Teacher Attitudes,Barriers

Ensuring the quality of education is the major concern affecting all tertiary and higher education institutions in Uganda, including Primary Teacher Training colleges (PTTCs). The primary aim of the current study was to provide the students' perspective on quality assurance (QA) practices applied in Uganda's PTTCs. The study applied a qualitative research design based on focus group discussion. Four PTTCs were purposively selected, which were Buloba (BLK), Ggaba (GBK), which are both private PTTCs; and Kibuli (KIB) and Rakai (RBK), which are both public PTTCs. The study identified &quot;continuous improvement,&quot; &quot;accreditation,&quot; &quot;self-evaluation,&quot; &quot;external examinations,&quot; and &quot;student involvement in QA&quot; as the QA practices applied in Uganda's PTTCs. Furthermore, the study also revealed several challenges to the successful implementation of QA in PTTCs, which were &quot;negative attitude towards quality assurance,&quot; &quot;lack of skilled manpower regarding QA,&quot; &quot;improper communication,&quot; and &quot;lack of financial resources for QA implementation.&quot; The study concluded that although this research was limited to primary teacher training institutions in Uganda's educational setting, and on an interpretative qualitative paradigm, it is anticipated that the study's findings will provide an understanding on the QA practices implemented in Uganda's PTTCs through listening to the students as the primary stakeholders of primary teacher education.
(How) Do Students Use Learning Outcomes? Results from a Small-Scale Project
Author: Holmes, Andrew G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Behavioral Objectives,Undergraduate Students,College Freshmen,Foreign Countries,Academic Achievement,High Achievement,Low Achievement,Student Attitudes,Student Evaluation

Pre-specified, prescribed or intended Learning Outcomes have been in use throughout higher education programs for over two decades. There is an assumption amongst quality assurance bodies and university program approval and review processes that students engage with them. Yet, learning outcomes may constrain learning, they may not always be understood by learners and their relevance to learning has been questioned. There is anecdotal evidence from lecturers that some students do not understand them and do not use or refer to them. This paper reports on a small-scale research project investigating how university student's use prescribed learning outcomes in their everyday learning and when producing assessed work. No clear differences were found between higher and lower achieving students, yet there were differences between first- and third-year students. Surprisingly, some were able to achieve highly without referring to the outcomes against which they were assessed.
Using the Technology Acceptance Model to Analyze K-12 Students&apos; Behavioral Intention to Use Augmented Reality in Learning
Author: Ping, Lei
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Student Behavior,Intention,Difficulty Level,Value Judgment,Psychological Patterns,Computer Interfaces

Augmented reality (AR) has gained popularity in K-12 education in the past decades; researchers and educators generally agree that AR is a useful pedagogical tool in teaching because it is grounded on efficient teaching and learning models such as constructivist learning, situated learning, and inquiry-based learning. Research on AR in the K-12 context tends to focus on its impact on learning processes and outcomes. However, it is essential to understand K-12 students' behavioral intentions of use for AR--their perceptions of usefulness, ease of use, and enjoyment--so that teachers can better design and integrate AR-based learning into their courses. Guided by the framework of the Technology Acceptance Model, this literature review explores K-12 students' behavioral intention to use AR in their learning.