ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Transdisciplinarity in Computer-Assisted Language Learning
Author: Hubbard, Philip
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Applied Linguistics,Guidelines

From its beginnings, computer-assisted language learning (CALL) has been widely seen as an enterprise that draws on inputs from multiple disciplines. Scholars tracking the development of such enterprises in other domains have developed generally accepted terminology distinguishing concepts of multidisciplinarity, interdisciplinarity, and transdisciplinarity along a continuum from lesser to greater integration, coherence, and synthesis. We begin with an overview of the three preceding concepts with particular attention to interdisciplinarity in contemporary CALL. We then explore the notion of transdisciplinarity as an emerging theme in applied linguistics, arguably the field most closely related to CALL. In the following section, we look at theoretical options that are less connected to single disciplinary positions and represent the interdisciplinary state of the field and its movement toward transdisciplinarity. We expand on the basic notion of CALL as a potential transdisciplinary field and provide a descriptive framework of transdisciplinary types. The final section offers a model for visualizing transdisciplinarity for CALL with accompanying examples, arguing for a set of common transdisciplinary notions and a lingua franca for CALL stakeholders from a range of disciplines to use when communicating. We conclude that the future of the field lies in a much stronger transdisciplinary orientation than is currently the case and call upon our colleagues to pursue the concept.
Assessing Impact of Academic Interventions through Student Perceptions of Academic Success
Author: Osborne, Jessica D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Achievement,Coaching (Performance),Tutoring,Supplementary Education,Student Attitudes,Intervention,Outcomes of Education,Undergraduate Students

In Fall 2016, the Student Success Center at the University of Tennessee, Knoxville began a two-year study to assess participant impacts of three key academic success programs: academic coaching, tutoring, and Supplemental Instruction (SI). Survey results revealed that participants perceived academic impacts in all three programs and that students who attended more frequently had higher levels of perceived academic impact. The following article provides an overview of the study purpose, methodology, data collection, analysis and study findings. Study conclusions are presented along with implications and next steps for future research.
Mind the Gaps: An Online Learning Center&apos;s Needs Assessment
Author: Babcock, Ashley
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Centers (Classroom),Online Courses,Electronic Learning,Needs Assessment,Virtual Universities,Open Education,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Student Needs,Referral,Academic Support Services,Student Personnel Services,Help Seeking,Individualized Programs,Student Empowerment,College Students

A needs assessment was conducted at a learning center at one completely online institution to understand administrator, faculty, and student perceptions of the center's services and resources to uncover gaps between the current state and intended outcomes (personalized support, clarity of services, and shared accountability for student success). Through gap analysis, findings suggested that there is a need to empower students through personalized support, prevent struggling students from feeling overwhelmed, and direct students to specific services and resources based on their unique needs. Next steps and implications for future research are discussed.
Synthesizing Research on Learner Perceptions of CMC Use in EFL/ESL Writing
Author: Aslan, Erhan
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Student Attitudes,English (Second Language),Second Language Instruction,Web 2.0 Technologies,Computer Mediated Communication,Electronic Publishing,Diaries,Web Sites,Collaborative Writing,Social Media,Telecommunications,College Students,Interaction,Feedback (Response),Barriers

This study presents a synthesis of empirical research reporting on learners' perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog- and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed.
Radically Rethink &amp; Reshape: Creating a Cohesive Commons Community
Author: Caton, Amy
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Universities,Program Development,Academic Support Services,Educational Change,Peer Relationship,Program Evaluation,Program Effectiveness

Learning centers and academic support programs are often idealized entities campuses look to for student success, retention, and engagement. By untethering our thinking about program boundaries, identities, and alliances and radically reforming, we can generate interest, passion, and opportunities across campus. The force of redistributing identity, authority, and alliances for student workers reshaped thinking about student success, high impact practices, and active learning at the highest levels. This paper explores best practices utilized by Texas A&amp;M University at Galveston to create The Commons: Learning, Research, &amp; Teaching communities with a focus on learning commons and how to develop considerations for other campuses.
Portrait of a Graduate and the National School Library Standards
Author: Ehler-Hansen, Deborah
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Library Administration,School Districts,Librarians,Graduates,State Policy,Educational Change

Fair Haven Union High School (FHUHS) is a small school of approximately 375 students in rural Vermont. The district is called the Slate Valley Unified School District (SVUSD) and consists of about 1,320 students who come from five sending towns. The school is currently undergoing several educationally innovative changes as directed by the Vermont Agency of Education. With the recent &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot; released, the district was able to incorporate into the new changes. The timely release of the &quot;National School Library Standards&quot; in the fall of 2017 assisted the school librarians of SVUSD as they developed proficiency-based learning and grading standards.
School Librarians Level Up!
Author: Freedman, Jennifer L.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Library Administration,Institutional Cooperation

The 2018 &quot;National School Library Standards for Learners, School Librarians, and School Libraries&quot; enable school librarians to continuously tailor school libraries and activities to meet students' needs and interests while meeting state curriculum requirements. The American Association of School Librarians (AASL) Standards recognize learning as an ongoing endeavor that should not be confined to the four walls of the school building or library. In late May 2018, the program administrator of Western Suffolk BOCES (Boards of Cooperative Educational Services) School Library System, asked for volunteers to dissect the AASL Shared Foundations and discuss how school librarians can implement them. The authors teamed up to work on the Explore Shared Foundation. In this article, they describe the strategies and lesson ideas from their own practices they shared with other school librarians.
Military Doctrine Development and Curriculum Development
Author: Walden, Joseph L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Business Schools,Business Administration Education,Curriculum Development,Supply and Demand,Information Management,Strategic Planning

One of the complaints about the development of military doctrine over the past several decades is that &quot;we are always preparing to fight the last war.&quot; One of the complaints that surfaced during a four year long study into the development of a common framework for supply chain management curriculum development was that the text books used in the curriculum development process were out of date. In other words, we are preparing students for the real world by teaching them about the historical business world and not the emerging business world. While this approach may work in the liberal arts such as history, it is in the words of Freire, doing a disservice to the students and not adequately preparing them for the real world. This study looks at a methodology for developing business school curriculums in particular. The study reviewed syllabi, job announcements, and textbooks for the top rated schools and for those not in the Top 25. The gap between what industry is asking for and what schools are teaching is much wider for the not-Top 25 schools than for the top ranked schools.
Middle Level Education Aims for Equity and Inclusion, but Do Our School Websites Meet ADA Compliance?
Author: Huss, John A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Web Sites,Compliance (Legal),Accessibility (for Disabled),Civil Rights Legislation,Disabilities,Federal Legislation,Middle Schools,Access to Computers

An often-overlooked component of a middle school website is the necessity for that website to be accessible to those with disabilities, while following the guidelines of the Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act. In support of the belief that support the belief that inclusive education and respect for diversity should be integrated throughout the school, this study investigated the accessibility of middle school websites in Indiana, Kentucky, and Ohio by selecting a random sample of 150 schools and analyzing their homepages using WAVE (Web Accessibility Versatile Evaluator), which reports accessibility violations by annotating a copy of the page that was evaluated and presenting embedded icons and indicators to disclose breaches with ADA. Out of 150 districts, 54% had errors that need immediate attention and all 150 schools had alerts of likely violations that ranged from alt-text omissions and empty or confusing links to issues with color contrast and keyboard-only navigation. The article proceeds to give practical suggestions for eliminating many of the errors, even for those shareholders with less than sophisticated technological expertise.
Research and Practice in Transition: Improving Support and Advocacy of Transgender Middle School Students
Author: Lewis, Rebecca K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,LGBTQ People,Sexual Identity,Advocacy,Student Experience,Research Needs,School Culture,Middle School Teachers,Teacher Role,Change Agents,Theories,Qualitative Research,Ethnography,Phenomenology

In this essay, our purposes are to inspire particular avenues of future research addressing Transgender students, in middle school in particular, and to inform the professional development of teachers in support of these Transgender youth. In relation to the ways in which research can more authentically represent Transgender identity, we argue for the use of Transgender theory as a guiding framework for research addressing Transgender students, issues, and needs. We also describe the particular affordances of qualitative, ethnographic, and phenomenological studies in capturing the unique and highly personal experiences and realities of Transgender individuals, and specifically, in middle school. We then discuss how schools are structured socially and politically along heteronormative and cisnormative lines, presenting a stumbling block for Transgender rights advocacy in educational contexts. Finally, we review the potential of teachers to be the necessary educational change agents to spur greater understanding of and advocacy for students' gender inclusivity.
Implications of Trauma-Sensitive Practices at the Middle Level
Author: Dotson Davis, Lauren
Date: 2019-00-00
Type: Journal Articles
Subjects: Trauma,Experience,Student Needs,Middle School Students,Early Adolescents,Educational Practices,Coping,Physiology,Child Development,Behavior Problems,Low Achievement,Behavior Modification,School Policy

This essay provides a broad overview of adverse childhood experiences and their impact on the middle level learner. The author finds points of intersection between current research on traumatized students and tenets of the middle level philosophy to make the argument for trauma informed practices that holistically serve young adolescents.
Determining Item Screening Criteria Using Cost-Benefit Analysis
Author: Bashkov, Bozhidar M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Test Items,Test Reliability,Evaluation Criteria,Accuracy,High Stakes Tests,Item Response Theory,Item Sampling,Classification,Pass Fail Grading,Certification,Medical Education,Statistical Analysis

Successful testing programs rely on high-quality test items to produce reliable scores and defensible exams. However, determining what statistical screening criteria are most appropriate to support these goals can be daunting. This study describes and demonstrates cost-benefit analysis as an empirical approach to determining appropriate screening criteria for a given testing program and purpose. Using a certification exam's item pool and simulation we illustrate how to examine a wide range of screening criteria and reach an acceptable balance between the number of items screened out (cost) and pass/fail classification accuracy (benefit).
Causal Inference Methods for Selection on Observed and Unobserved Factors: Propensity Score Matching, Heckit Models, and Instrumental Variable Estimation
Author: Scott, Paul Wesley
Date: 2019-04-00
Type: Journal Articles
Subjects: Causal Models,Statistical Inference,Probability,Scores,Least Squares Statistics,Statistical Bias,Error of Measurement

Two approaches to causal inference in the presence of non-random assignment are presented: The Propensity Score approach which pseudo-randomizes by balancing groups on observed propensity to be in treatment, and the Endogenous Treatment Effects approach which utilizes systems of equations to explicitly model selection into treatment. The three methods based on these approaches that are compared in this study are Heckit models, Propensity Score Matching, and Instrumental Variable models. A simulation is presented to demonstrate these models under different specifications of selection observables, selection unobservables, and outcome unobservables in terms of bias in average treatment effect estimates and size of standard errors. Results show that in most cases Heckit models produce the least bias and highest standard errors in average treatment effect estimates. Propensity Score Matching produces the least bias when selection observables are mildly correlated with selection unobservables and outcome unobservables with outcome and selection unobservables being uncorrelated. Instrumental Variable Estimation produces the least bias in two cases: (1) when selection unobservables are correlated with both selection observables and outcome unobservables, while selection observables are unrelated to outcome unobservables; (2) when there are no relations between selection observables, selection unobservables, and outcome unobservables.
Turbulent Ports in a Storm: The Impact of Newly Arrived Students upon Schools in Sweden
Author: Norberg, Katarina
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Student Diversity,Principals,Compulsory Education,Swedish,Administrator Attitudes,Educational Policy,Teaching Conditions,Crisis Management,Inclusion,Leadership Responsibility,Social Change,Bilingual Education,Scaffolding (Teaching Technique),Language Teachers,School Administration

In the last decade war, social conflicts, and environmental catastrophes in Asia, the Middle East and Africa have contributed to an increased stream of refugees to Europe. Sweden was no exception and the increased number of asylum seekers made heavy demands on municipalities, including school systems. School leaders and teachers in Europe experienced increasing diversity followed by new and complex challenges (see Tuters &amp; Portelli, 2017). This exploratory study takes place in Sweden and includes interviews with four principals whose schools received a variety influx of refugee students, many of whom arrived as unaccompanied minors, during fall 2015 through spring 2016. We use Turbulence Theory as our theoretical framework. The article's purpose is to explore how school leaders managed to adjust their organization in order to fulfill their responsibilities concerning newly arrived students during that period.
Engaging Adolescent Literacies with the Standards
Author: Spiering, Jenna
Date: 2019-00-00
Type: Journal Articles
Subjects: Standards,Literacy,Librarians,Literacy Education,School Libraries,Multiple Literacies,Cooperation,Learner Engagement,Student Needs,Student Interests,Critical Thinking,English,Language Arts,Student Diversity,Adolescent Literature,Cultural Relevance

As classroom teachers face continued pressure due to prescriptive standards and high-stakes testing, school librarians continue to look for ways to make learning more dynamic and authentic for the diverse students in our schools. However, adolescent literacy research as a field operates largely apart from the research about school libraries and vice versa. Consequently, adolescent literacy research often ignores the impact that school librarians can have on the literacy instruction happening in classrooms and the school librarians' critical role in engaging students with multimodal literacies. Although the language of the American Association of School Librarians (AASL) Standards reflects many of the activities and initiatives that are familiar to school librarians (teaching research skills and supporting the reading culture in schools), Jenna Spiering's goal in this article is to highlight a few areas within the standards that provide opportunities for engaging with trends in adolescent literacy research. This article contains sections discussing the following areas within the AASL Standards: (1) Inquire and Explore; (2) Collaborate and Include; and (3) Curate and Engage.
Evaluation of Academic Self-Efficacy Perceptions and Instructional Dissent Attitudes of Teacher Candidates in Terms of Classroom Management
Author: Yildirim, Remzi
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Student Attitudes,Classroom Techniques,Foreign Countries,Dissent,Correlation,Classroom Environment,Gender Differences

In this study, academic self-efficacy perceptions and instructional dissent attitudes of teacher candidates have been examined and the findings have been evaluated in terms of classroom management. The population consists of 2409 teacher candidates from the Faculty of Education in Eskisehir Osman Gazi University in the fall semester of 2018. Descriptive statistics were used while evaluating their perceptions and attitudes. Non-parametric tests were applied in the analysis since the data distribution was not normal. Mann Whitney U Analysis was used to determine whether there was a significant difference in their academic self-efficacy perceptions and instructional dissent attitudes by gender, while Kruskal Wallis Analysis was used to determine whether there was a significant difference by departments. Spearman's Rank Correlation Analysis was used to determine whether there is a relationship between their academic self-efficacy perceptions and instructional dissent attitudes. According to the findings, it has been seen that the academic self-efficacy perceptions of teacher candidates are at a normal level and instructional dissent attitudes are at a low level. The total scores of teacher candidates calculated for the whole academic self-efficacy perceptions and coping subdimension were significantly different in favor of female candidates. There was no significant difference by departments. There was no significant difference in instructional dissent by gender and departments. It has been found out that there is a low-level relationship between the total scores of academic self-efficacy perception levels and instructional dissent attitudes of teacher candidates.
Impact of Teaching Experience on Teachers&apos; Attitude towards the Use of Instructional Television (ITV) in Bayelsa State Nigeria
Author: Nemine, Ebi-Bulami Bridget
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Television,Teaching Methods,Secondary School Teachers,Teaching Experience,Programming (Broadcast),Instructional Design,Foreign Countries,Correlation

The main thrust of this study is to find out the teachers' attitude generally toward instruction television (ITV), also to find out the impact of length of work experience on its use. This survey study was carried out in selected secondary in Ekeremor LGA of Bayelsa State. The Mann-Whitney U test was used in the analysis because it is based on ordinal scale intervals. On the general attitude of teachers towards the use of instructional television, the smaller U (47) is higher than the critical U is (2.3). The null hypothesis was rejected and retained the alternate hypothesis of there is no significant difference in attitude and secondary school teacher towards the use of (ITV). Also, the use of ITV based and the length of teaching experience, the computed U value (32) and the smaller U is (3.0), the null hypothesis was rejected and retained the alternate hypothesis of there is no significant difference in attitude among secondary teachers with different length of teaching experience towards the use of instruction television in Ekeremor L.G.A of Bayelsa State Nigeria. The study portrayed that they have a favorable disposition towards the use of ITV and it was recommended that some television stations should broadcast well tutored and design suitable lesson to learners.
A Study on the Relationship between Seventh-Grade Students&apos; Self-Regulation Skills and Their Problem-Solving Achievements
Author: Aydin, Bünyamin
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Management,Problem Solving,Correlation,Grade 7,Foreign Countries,Mathematics Achievement,Mathematics Instruction,Learning Strategies,Questionnaires,Academic Achievement

This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students' routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills.