ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Individual Innovativeness and Psychological Well-Being: The Example of Turkish Counselor Trainees
Author: Ikiz, Fatma Ebru
Date: 2017-00-00
Type: Journal Articles
Subjects: Well Being,Personality Traits,Innovation,Counselor Training,Counseling,Correlation,Multiple Regression Analysis,Individual Characteristics,Undergraduate Students,Foreign Countries,Factor Analysis,Likert Scales,Statistical Analysis

In this study, we handled psychological well-being (PWB) and individual innovativeness (IND-INO) as personality qualities which an effective counselor needs to possess to meet the expectancies of clients in new era. Moreover, we tried to figure out (1) the similarities between counseling process and innovativeness process and (2) the congruency between PWB and IND-INO aspects. Predictive associational survey model were administrated to 655 counselor trainees. IND-INO Scale, PWB Scale and a questionnaire were conducted online. Data analyses were made by Pearson correlation coefficients and multiple linear regression techniques. Results showed innovativeness categories of counselor trainees that they were mostly early majority and early adapters. Significant positive correlations were found between PWB levels and IND-INO levels of counselor trainees. Multiple linear regression results showed that IND-INO characteristics explain 69% of the total variance of PWB as a whole.
Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation
Author: Toh, Glenn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Language of Instruction,Language Role,Higher Education,Course Content,Introductory Courses,English for Academic Purposes,Second Language Instruction,Enrollment Trends,Political Influences,Political Attitudes,Teaching Methods,Educational Policy,Vignettes,College Faculty,Psychology,Classification

Japanese universities have lately begun to teach academic content in English instead of Japanese. In this article, I examine curricular and ideological issues related to having English as a medium of instruction (EMI) at a Japanese university before examining their links to larger cultural-political forces in Japan, including neoconservative agendas. My discussion is framed within the setting of a Japanese higher education facing the challenges of: (1) low enrolments and institutional solvency; (2) curricular reform in keeping with the need for institutional renewal. Specifically, based on a critical narrative inquiry into a workplace encounter involving two university courses, one in introductory psychology and another in English for Academic Purposes (EAP), I will explore the ideologically-embedded nature of discourses affecting professional understandings of language, meaning making and curriculum. I will also observe that the &quot;changes&quot; resulting from the adoption of EMI are only superficial and that the role and status of English, in reality, remains circumscribed.
Is EMI Enough? Perceptions from University Professors and Students
Author: Corrales, Kathleen Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Language of Instruction,Second Language Learning,Course Content,Foreign Countries,International Education,Higher Education,Case Studies,Computer Science,College Faculty,Teaching Methods,Multicultural Education,College Students,Student Attitudes,Teacher Attitudes,Second Language Instruction,Observation,Questionnaires,Qualitative Research,Semi Structured Interviews

Internationalization of higher education aims to develop foreign language and intercultural and international competences (IIC). To achieve this, universities worldwide have implemented strategies such as teaching content subjects in English, also known as English mediated instruction (EMI). However, there is scant research on the positive and negative aspects related to EMI implementation in Latin America. For this reason, this case study explores the perceptions of a group of computer science professors, students, and the program administrator in a Colombian university about the use of this approach in learning content and language and the development of IICs. Results revealed that implementing this initiative has benefits but also poses some challenges. Therefore, we offer recommendations related to the institution as a whole, the professors, and the students and suggest including some elements of the CLIL approach to support learning. It is hoped that these findings will contribute to the worldwide EMI/CLIL discussion, especially in Latin American where this practice is relatively new.
Analysing a Whole CLIL School: Students' Attitudes, Motivation, and Receptive Vocabulary Outcomes
Author: Arribas, Mario
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Motivation,Second Language Learning,English (Second Language),Student Attitudes,Receptive Language,Bilingual Schools,Questionnaires,Language Tests,Correlation,Scores,Comparative Analysis,Statistical Significance,Statistical Analysis

CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students' receptive vocabulary outcomes. All students (n = 403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners' opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology.
CLIL in Italy: A General Overview
Author: Cinganotto, Letizia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Integrated Activities,Educational Change,Secondary Education,Required Courses,Laws,Educational Innovation,Educational Policy,Language Planning,Second Language Instruction,Educational Legislation,Program Implementation,Teacher Competencies

CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy's CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in &quot;licei linguistici&quot;, the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted.
The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)
Author: Ouazizi, Khalid
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language of Instruction,English (Second Language),Mathematics Tests,Bilingual Education,Course Content,Language Proficiency,Teaching Methods,Interdisciplinary Approach,Coding,Questionnaires,Native Language,Multilingualism,Cognitive Development,Educational Benefits,Language Planning,Foreign Countries,Student Attitudes,Transfer of Training,Brain Hemisphere Functions,Control Groups,Learning Motivation,Outcomes of Education

This paper investigates the effects of Content and Language Integrated Learning, CLIL for short, on both the attainment of the subject matter, mathematics in our case, hence the content aspect of CLIL. The second axes of research focuses on the effect of CLIL on the learners' proficiency vis-à-vis the language of instruction, epitomized here by English--hence the linguistic aspect of CLIL education. This paper adopts a multiple approach methodology to deal with the research questions at hand. I concluded on the basis of field work, this includes data coding and analysis, questionnaire design and analysis, an administered mathematical test, and the teacher's continuous assessment of his students, that CLIL education is more effective than traditional educational systems in helping learners to achieve high proficiency levels in the target language (English) and to attain high levels of competence in the subject matter (mathematics). I believe these results might be explained by an existing of a covert tradeoff between the brain mechanisms involved in learning both mathematics and languages as well as by the pedagogical opportunities, provided by CLIL environment, and which echo, to a great extent, L1 acquisition environment.
The Effect of Explicit vs. Implicit Instruction on Mastering the Speech Act of Thanking among Iranian Male and Female EFL Learners
Author: Ghaedrahmat, Mahdi
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Speech Acts,English (Second Language),Second Language Instruction,Foreign Countries,Experimental Groups,Control Groups,Cultural Influences,Pragmatics,Social Influences,Language Usage,Females,Young Adults,Language Tests,Statistical Analysis

This pragmatic study investigated the speech act of thanking as used by non-native speakers of English. The study was an attempt to find whether the pragmatic awareness of Iranian EFL learners could be improved through explicit instruction of the structure of the speech act of &quot;Thanking&quot;. In fact, this study aimed to find out if there was a significant difference between the performances of EFL learners in using the speech act of thanking when they were taught through explicit instruction of speech acts compared with implicit instruction. To this end, 30 Iranian intermediate EFL learners at Pars language institute were chosen, and they were classified as experimental and control group. The researcher adopted a discourse completion test (DCT) to gather the necessary data. The results showed that those learners who were taught explicitly outperformed those to whom implicit instruction was used.
AP: Not a Replacement for Challenging College Coursework
Author: Walsh, Margaret
Date: 2016-00-00
Type: Journal Articles
Subjects: Advanced Placement Programs,Honors Curriculum,Relevance (Education),Student Motivation,Student Educational Objectives,Program Effectiveness,Teacher Attitudes,Student Attitudes

College affordability is weighing heavily this year on the minds of students, parents, faculty, and the U.S. electorate. Intent on saving money on college tuition as well as impressing college admissions committees, high-achieving students frequently start college-level work early through Advanced Placement courses. However, these courses do not replace the learning that takes place in college-level honors courses. For honors students, making the transition between high school and college means finding opportunities to learn in new ways, taking risks, and diving deeper into ideas. For more than fifteen years this author has been a professor of sociology at a public liberal arts college with an honors program. She states that advising students and seeing them graduate to pursue meaningful careers in education, science, and the arts is the most rewarding part of her teaching career. Her daughter, who is a high school senior at a rural public high school, has completed several Advanced Placement courses and a dual enrollment course at a local college. In recent conversations, they have shared perceptions of the role of honors education in high school and college. Their different vantage points have led them to consider the purpose of Advanced Placement courses, the motivation of students who complete them, and what is in the best interest of students, honors programs, and colleges in awarding credit for AP and similar programs.
Honors Thesis Preparation: Evidence of the Benefits of Structured Curricula
Author: Engel, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Honors Curriculum,Theses,Models,Curriculum Development,Achievement Gains,Seminars,Apprenticeships,Information Literacy,Interaction,Communication Skills,Professional Development,Individual Development,Student Surveys,Statistical Analysis,Likert Scales,Factor Analysis

A recent study of honors curricula across the nation indicates that 75.6% of honors programs and colleges at four-year institutions have thesis or capstone requirements (Savage and Cognard-Black). In addition to institutions with thesis requirements, many more also have the option for students to complete theses. For example, an earlier study found that 94.3% of honors colleges offered the opportunity to complete an honors thesis (Sederberg). As Anderson, Lyons, and Weiner indicate, the origins of the honors movement in the United States included an emphasis on the completion of an honors thesis. While discipline-based modes of research and creative scholarship are the most common, alternatives to the traditional thesis rooted in experiential education have also been encouraged (Gustafson and Cureton). In short, the honors thesis in its several forms is an established element of honors education. Despite the centrality and prevalence of the honors thesis requirement, however, little research has been conducted to understand the preparation that students should have in order to write a thesis. Expectations for honors theses are generally high and often approximate the level of rigor one expects from masters-level students. Unfortunately, many students complete these projects without specific coursework to prepare them for projects at this level of rigor. A growing number of scholars have advocated for courses and curricula to provide students support as they develop honors theses (Anderson, Lyons, and Weiner; Coey and Haynes; Levinson and Mandel). While the arguments for these courses are strong and some report positive evaluations of these courses, there is scant empirical evidence for the success of such courses. This study draws on data from nearly four hundred students over a six-year period to demonstrate the effectiveness of curricular models in supporting students' completion of honors theses.
A Dual Perspective on AP, Dual Enrollment, and Honors
Author: Camp, Heather C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Honors Curriculum,Advanced Placement Programs,Educational Quality,Models,Institutional Characteristics,Educational Change,Educational Practices,Program Attitudes,Educational Improvement,Relevance (Education),Program Effectiveness

As co-authors of this response to Annmarie Guzy's essay, these authors provide different vantage points on prior-credit programs that arise from their distinct roles on campus, and together they suggest the appropriate way forward for honors. To represent their unique perspectives and to mimic the ongoing back-and-forth on this topic on their campus and elsewhere, they have chosen to format their response as a dialogue, thus suggesting some of the multiple voices and angles on AP, dual enrollment, and honors. Both authors have felt the impact of AP and dual enrollment programs and have worried about its implications for both the traditional and honors experiences. Notwithstanding their concerns, they move forward reassured. They feel that the characteristics of honors that have helped to build strong programs will help to maintain vitality and integrity in the changing academic culture ahead. By continuing to be flexible, experimental, and collaborative, one can construct models of honors that uphold quality and rigor while adapting to the institutional and national frameworks that shape higher education today.
The Honors College Experience Reconsidered: Exploring the Student Perspective
Author: Young, James H., III
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Student Experience,Student Attitudes,Phenomenology,Focus Groups,Social Networks,Sense of Community,Educational Opportunities,College Programs,Models,Program Attitudes,Program Effectiveness,Relevance (Education),Student Educational Objectives,Change Strategies,Interviews

Often administrators overlook the student voice in developing strategic plans, mission and vision statements, marketing strategies, student services, and extracurricular programming. Engaging students in these areas may enhance students' cooperation, interactions, responsibility, and expectations. In order to assess honors students' perspectives and experiences, the present study, rooted in a phenomenological approach, conducted three focus groups of traditional honors students, senior honors students, and honors college ambassadors. Students described their honors experience in three contexts: connectedness, community, and opportunity. This study informed a new vision and a new set of goals for the University of Southern Mississippi Honors College, and it might serve as a model for other honors colleges and programs.
Helping the Me Generation Decenter: Service Learning with Refugees
Author: Hawkins, LouAnne B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Refugees,Generational Differences,Honors Curriculum,College Freshmen,Intercultural Programs,Interpersonal Competence,Sensitivity Training,Empathy,Attitude Change,Questionnaires,Immigration,Qualitative Research,Statistical Analysis,Content Analysis,Student Developed Materials,Student Satisfaction,Program Effectiveness

Recent research has empirically demonstrated that young adults today are different from prior generations in their decreased empathy, increased narcissism, and decreased civic engagement. The formative years of young adulthood are a critical period for the development of civic values and civil ideologies, a time when college-age adults need to acquire the experiences and skills to decenter and develop into civic-minded stewards of their communities. Engagement in service learning with individuals unlike themselves, i.e., outgroup members, is the approach that has been taken at the University of North Florida to encourage this decentering through service learning engagement with refugees embedded in an honors colloquium during students' first term in college. They took a three-pronged approach to the assessment of the impact of this service learning engagement. In the first approach, evaluations of student responses to open-ended questions provided evidence of a reduction in their self-centeredness and increases in social empathy and multicultural competence. The second approach confirmed these changes in decentering by showing that honors students who were engaged in more interactive service projects with refugees scored higher on two measures of empathy--i.e., the Basic Empathy Scale Basic Empathy Scale ( Jolliffe &amp; Farrington) and the Toronto Empathy Questionnaire (Spreng et al.)--than did students engaged in less interactive service projects with refugees. In the final approach, evaluations of artifacts from the course suggested that levels of decentering, empathy, and civic action differed for students who had intensive versus superficial interactions with refugees. Taken together, findings from the three assessment approaches converged to offer support for the value of intensive and interactive service learning experiences in which students interact closely with individuals unlike themselves. These authors discuss implications for the impact of service learning experiences like those in the honors colloquium described here on decreasing self-absorption and increasing civic engagement. They then outline limitations of the three approaches as well as the potential for future research.
The Effect of Honors Courses on Grade Point Averages
Author: Spisak, Art L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade Point Average,Honors Curriculum,Academic Achievement,Program Attitudes,Program Effectiveness,Control Groups,Experimental Groups,Statistical Significance,Achievement Gains,Student Participation,Cohort Analysis,Comparative Analysis,Followup Studies,College Students

High-ability entering college students give three main reasons for not choosing to become part of honors programs and colleges; they and/or their parents believe that honors classes at the university level require more work than non-honors courses, are more stressful, and will adversely affect their self-image and grade point average (GPA) (Hill; Lacey; Rinn). Some of them are likely basing their belief on the experience they had with Advanced Placement (AP) classes in their high schools. Although AP classes are not specifically designed to be more work or more difficult, at their worst they can be little more than that (Immerwahr and Farkas; Challenge Success, 2013). Just as important as the fear of more work and increased difficulty is anxiety about the increased competition within a high-ability cohort. Anne N. Rinn, for instance, cites the &quot;theory of relative deprivation&quot; and the &quot;Big-Fish-Little- Pond Effect&quot; as factors that inhibit students from joining an honors program. Such perceptions of honors coursework are common even among some university advisors and faculty, who often perceive honors courses as entailing more work, being more competitive, and having the potential to lower students' GPAs. As a result, high-ability students who might benefit from an honors education decline participation because they believe honors classes will jeopardize their academic standing (Hill). The current study is unique in its focus on how honors coursework affects the cumulative GPA. The study was initially a response to the somewhat common perception that honors courses adversely affect GPAs because they are more work-intensive, competitive, and difficult than non-honors courses. The findings of the study provide a corrective to the perception that becoming part of an honors program or college adversely affects academic performance as measured by GPA. This information should be useful to those who recruit for honors programs, those who advise high-ability students at both the secondary and undergraduate levels, and especially those high-ability students who fear that they might be overwhelmed by honors coursework.