ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into Anxiety about the Science Lesson through a Mixed Model
Author: Özbugutu, Emrah
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Science Education,Secondary School Students,Student Attitudes,Teacher Attitudes,Instructional Program Divisions,Family Income,Private Schools,Public Schools,Environmental Influences,Difficulty Level,Correlation,Rote Learning,Test Wiseness,Foreign Countries

This study was conducted with a total of 158 students from 6th, 7th and 8th grades in two different secondary schools located in Siirt in the academic year of 2020-2021 to examine students' anxiety about the science lesson in terms of various variables and to determine the reasons for science anxiety. The study was conducted on the basis of a mixed design. While quantitative data were collected using the &quot;Science Anxiety Scale (SAS)&quot; and qualitative data were collected using the &quot;Anxiety Form&quot;. Through the SAS, the anxiety levels of the students were determined and the relationship between the scale anxiety score and gender, grade levels, income levels and type of school was examined. The data collected by the SAS were analysed using the SPSS 26 package program. The content analysis of the data collected with the anxiety form was carried out. It was determined in the quantitative part of the research that there is no significant relationship between science anxiety and gender, 6th-grade students have higher science anxiety in the environmental sub-dimension compared to 7th and 8th-grades, and there is a significant relationship between family income level and type of school and anxiety scores, science anxiety decreased as the income level increased, and students studying at private school had less science anxiety. Based on the qualitative data of the study, anxieties of the study are mainly related to the science lesson, notably related to the exam, rote learning, hardness of lessons, the anxiety of falling behind in the class, and the homework. However, while some students have anxiety about the attitude and questions of teachers, others are instinctively anxious about giving wrong or no answers arising from attitudes and morale. While 3% of the students are anxious about everything, 14.9% are anxious about nothing. Their responses to the items of the questionnaire and the anxiety form are close in proportion, so it has been concluded that the quantitative and qualitative data of the study support each other.
Promoting Public Good and Wellness from the Perspective of a Midwestern Regional Baptist Church Community-Led Research Engagement Partnership
Author: Johnson, Rebecca
Date: 2020-12-00
Type: Journal Articles
Subjects: Well Being,School Community Relationship,Health,Minority Groups,Churches,Governance,Goal Orientation,Advisory Committees,Research Training,Institutional Mission,Program Development,Urban Areas,Public Health,Public Policy,Scientific Research,Health Promotion,Patients,Clergy,Capacity Building,Christianity

Faith-based communities supporting diverse and underserved communities are increasingly being recognized by researchers as community &quot;anchor institutions&quot; and equitable partners in research engagement. Research suggests that faith-based organizations (FBOs) can promote health and well-being within congregations and throughout communities. This evidence has energized community-academic partnerships to collaboratively support FBOs in plans to improve community wellbeing and health equity, particularly within communities of color. This paper describes the evolution of a community-academic collaboration led by a Full Gospel Midwest Regional Baptist Church where the co-partners professed a commitment to advancing the public good through collaborative governance and shared goal setting in the delivery of an engagement training program. Core features highlighted are: (1) establishing a Community Advisory Board; (2) developing a research engagement training program; and (3) analyses, results, and legacy. Extension of the church-led mission to lead research engagement connects leaders and communities to resources and scientific expertise in support of the data needs and aspirations of faith-based communities. As research-ready partners, faith-based communities have the capacity to function as localized anchors to drive urban health policy and to serve as advocates by being the &quot;voice&quot; in community-driven research engagement for &quot;public good.&quot;
Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation during COVID-19
Author: Coker, David C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Juvenile Justice,COVID-19,Pandemics,Distance Education,Academic Achievement,Electronic Learning,Institutionalized Persons,Educational Quality,Educational Change

COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents' education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers' concerns in traditional schools, and an instrumental case study of juvenile delinquents' enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations.
Solidarity, Reflection, and Imagination: Exploring Student Formation and Community Engagement from a Faith-Based Anchor Institution Perspective
Author: Sweetman, Leah
Date: 2020-12-00
Type: Journal Articles
Subjects: Religious Colleges,Urban Universities,Catholics,Service Learning,School Community Relationship,Undergraduate Students,Student Experience,Outcomes of Education,Social Justice

The Catholic, Jesuit inspired mission of Saint Louis University (SLU) -- &quot;the pursuit of truth for the greater glory of God and for the service of humanity&quot; -- firmly places serving humanity in line with the institution's goal for academic excellence. Importantly, service in the tradition of Catholic, Jesuit education is embedded in a broader vocational goal of forming people to build a just and equitable society. It remains to be seen in what manner and to what degree SLU students reflect the qualities such experiences are intended to aid and develop. What follows is an attempt to identify contemporary expressions of Ignatian education, a well-educated solidarity, depth of thought, and depth of imagination, within the students who took part in community engagement activities supported by SLU's Center for Service and Community Engagement. The present study drew upon assessment data from three distinct undergraduate experiences. Each of the three attributes were evident, either directly or in a latent form appropriate to the nature of the activity and the level of the student participants. While it is not possible to quantify a direct measure, the results indicate that the programs are generally succeeding in promoting an Ignatian inspired formation for its students.
The Application of Faith and Learning: Faith-Based Anchor Institutions and Community Engagement
Author: Harrison, Theresa M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Religious Colleges,School Community Relationship,Nonprofit Organizations,Institutional Cooperation,Christianity,Urban Areas,Experiential Learning,Undergraduate Students,Service Learning,Place Based Education,Outcomes of Education

Higher education institutions face many competing priorities and are still expected to serve the public good. Faith-based institutions, in particular, aim to meet a faith-inspired calling and serve the communities in which they are situated while guiding students in their faith formation by integrating service and academic priorities. In this paper, the authors explore, through a case study methodology, the unique positionality of Messiah University, a faith-based university located near the capital city of Harrisburg, PA. Specifically, this study explores the impact of a community engaged course with an urban nonprofit agency.
A Corpus-Based Study of English Synonyms: Chance and Opportunity
Author: Jarunwaraphan, Boonrak
Date: 2020-00-00
Type: Journal Articles
Subjects: Computational Linguistics,North American English,Dictionaries,Electronic Publishing,Academic Language,Semantics,Intonation,Suprasegmentals,Nouns,Speech Communication,Phrase Structure,Preferences,Definitions,Language Usage,Comparative Analysis,English for Special Purposes,Second Language Learning,Second Language Instruction

The study aims to investigate differences and similarities of two synonymous nouns, chance and opportunity. The sources of data were from the Corpus of Contemporary American English (COCA) and online dictionaries. The study applied both quantitative and qualitative methodology. Throughout the five text types of COCA (i.e. spoken, fiction, popular magazines, newspapers, and academic journals), opportunity was used most frequently in academic texts and was found least often in fiction. On the other hand, chance occurred least in the genre of academic texts and most often in the spoken genre. The claim that opportunity tends to be used more often in formal style than its near synonym was supported by a number of academic words in the list of its collocates. Although a wider range of meanings of chance reflects its polysemous status, chance and its collocates have fewer semantic preferences than those of opportunity. The findings also suggest that near-synonyms may behave differently in terms of collocation and semantic prosody although they share similar meanings.
An Analysis of Grammatical Errors Made by Thai EFL University Students in an EAP Writing Class: Issues and Recommendations
Author: Kampookaew, Parima
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Error Analysis (Language),Second Language Learning,Second Language Instruction,Foreign Countries,English for Academic Purposes,Writing Instruction,Essays,State Universities,Error Patterns,Undergraduate Students,Accuracy,Language Teachers,Writing Evaluation

Grammatical errors are major concerns for many teachers and students. The first step in tackling these errors is to investigate what kinds of grammatical errors students make and how frequently they occur so that remedies can be sought. This study thus set out to analyze the essays written by Thai EFL students. The data used for analysis were 58 essays (24,445 words) produced by 29 second-year students enrolled in an EAP writing class at a public university in Thailand. Through the analysis, 1,199 errors were found. The errors were classified into ten types, and errors on nouns, articles, verbs, word classes, and prepositions were the most frequently found errors, constituting 84.07% of all the errors identified. This study also further divided the ten types of errors into 49 subtypes. This thorough and in-depth error classification revealed that wrong use of singular and plural nouns, omission of the article 'the', and subject-verb disagreements were the most prevalent grammatical errors committed by the Thai EFL students in this study. Alarmingly, the results showed that Thai EFL students still struggle with grammatical accuracy when they write. Although these grammatical errors may not completely obscure the meanings of students' writing, the worrying point is their presence or prevalence can significantly undermine its quality and prevent it from reaching publishable quality. To address this issue, more attempts need to be made on the part of Thai EFL teachers. Therefore, this paper also provides recommendations for how to assist students in fixing these commonly made grammatical errors.
The Black Church and Liberal Arts Institutions: Forming Reciprocal Relationships for Thriving Urban Communities and Churches
Author: Owens, Marcia Allen
Date: 2020-12-00
Type: Journal Articles
Subjects: African Americans,Churches,Strategic Planning,Partnerships in Education,Organizations (Groups),Educational Cooperation,College Faculty,Advocacy,Social Change,Sustainability,School Community Relationship,Liberal Arts,Disadvantaged,Christianity,Racial Differences,Slavery,United States History,Governance,Institutional Mission,Accountability,Money Management,Leadership Styles,Critical Thinking

Academic institutions engaged in partnerships with the Black Church, including small, independent, under-resourced churches as well as historically Black denominational churches, and other under-resourced faith-based organizations, are encouraged to consider collaborative educational opportunities around the issues of strategic financial sustainability and short and long-term stewardship. Four highly community-engaged academics offer a thought-experiment starting with their observations and experiences with respect to the need for such partnerships, and how these kinds of collaborations may be able to help strengthen the Black Church, in all its forms and faith-based communities and ground them for greater advocacy for demanding systemic and structural change.
The Long-Haul: Buddhist Educational Strategies to Strengthen Students&apos; Resilience for Lifelong Personal Transformation and Positive Community Change
Author: Adams, Namdrol M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Buddhism,Educational Strategies,Community Change,Resilience (Psychology),Lifelong Learning,Transformative Learning,Service Learning,Spiritual Development,Religious Colleges,Alumni,Graduate Students,Student Attitudes,Philosophy,Urban Environment,Educational Environment,Barriers,Institutional Mission,Program Effectiveness

For decades, community engagement scholars have built a robust body of knowledge that explores multiple facets of the higher education community engagement domain. More recently, scholars and practitioners from mainly Christian affiliated faith-based institutions have begun to investigate the complex inner world of community-engaged students' meaning-making and spiritual development. While most of this fascinating cross-domain effort has been primarily based on &quot;Western&quot; influenced Judeo-Christian traditions, this study explores service-learning/community engagement themes, approaches, rationale, and strategies from an &quot;Eastern&quot; perspective based on the rich tradition of Tibetan Buddhism. This case study research focuses on curricular approaches, influences, and impacts of Buddhist philosophy/spirituality on community engagement endeavors in the context of Maitripa College, an urban graduate higher education institution located in Portland, OR. Researchers corroborate key findings from previous faith-based institutional studies as well as extend the literature in two specific areas: (1) providing strategies for and discussing the role of spiritual formation and development in relation to community engagement; and (2) the Buddhist view of seeing obstacles as opportunities (Thubten Zopa Rinpoche &amp; 'jig-Med-Bstan-Pa'i-Ñi-Ma, Rdo Grub-Chen III, 2001) as a way to increase effectiveness and harmony in all aspects of life, including academic service-learning endeavors.
Challenges and Solutions in Teaching English through Poetry to EFL Students at Hajjah University: A Case Study of William Wordsworth&apos;s Lucy and John Donne&apos;s Death Poems
Author: Syed, Akbar Joseph A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Poetry,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Instructional Effectiveness,Barriers,Language Proficiency,Reading Material Selection,Cultural Background,Difficulty Level,Undergraduate Students,Student Attitudes,Literature Appreciation,Foreign Countries

Poetry is an effective and reliable material in teaching English language. It offers astounding opportunities for reading, writing, speaking and listening practices for English learners. Teaching English through poetry has many advantages such as it being of authentic material, being a medium to express emotions and feelings, being a wonderful carrier of culture, and being able to help improve students' linguistic knowledge and skills. Poetry is often regarded as the most sophisticated genre of literature, comprising a variety of contents that are narrative, lyrical and dramatic in nature. Some of the difficulties teachers face while teaching English through poetry are the students' proficiency level, the teachers' method of teaching and the chosen poetry texts. Thus, this paper proposes to explore the advantages of teaching English language through poetry and its challenges at Hajjah University in Yemen, from which suggestions for choosing poetries to teach English will be given with special reference to &quot;Death, be not Proud&quot; and &quot;Lucy&quot;, as well as other suggested teaching methods for students of the Bachelor of Education (English) program at Hajjah University in Yemen.
Implementing Discipline Reform: One District&apos;s Experience with PBIS
Author: Robert, Catherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Implementation,Discipline Policy,Educational Change,Positive Behavior Supports,Urban Schools,Racial Differences,Racial Bias,Disproportionate Representation,Principals,Secondary Education,Administrator Attitudes,Barriers,Suspension

This study examines the case of one large urban school district's implementation of Positive Behavioral Interventions and Supports (PBIS) to review competing needs and challenges encountered over a four-year period. There are encouraging results supporting the finding of a successful PBIS implementation and plans for continued implementation of Tier I practices and expand Tier II supports. Reducing the continuing disparity between the percentages of African American and White students receiving disciplinary consequences remains a challenge for Middleton ISD. In addition, work remains to reduce the disproportionate number of students receiving special education services who receive higher levels of disciplinary consequences.
Implementing Strategic Support for Sexual Minority Youth and Exploring the Effects of Social Connectedness
Author: Whidden, Dawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Group Students,LGBTQ People,Student Needs,Educational Environment,Inclusion,Student Organizations,Curriculum,Social Influences,Resilience (Psychology),Interpersonal Relationship,Student School Relationship,Staff Development,Faculty Development,Peer Relationship,Rural Schools,High School Students,High Schools,Grade 9,Grade 10,Grade 11,Program Effectiveness,Family Influence,Family Relationship,Self Esteem

Sexual minority youth (SMY) students who identify as lesbian, gay, bisexual, or transgender (LGBT+) often struggle with gender identity and sexual orientation (Craig, Austin, &amp; McInroy, 2014). The inclusion of Gay-Straight Alliances (GSA) and Safe Zones have united students and facilitated cultural shifts in schools (Patterson, 2013). Gay-Straight Alliances build metaphorical bridges by connecting all students regardless of their beliefs and cultural differences. By creating an inclusive environment--meaning one that has established a Gay-Straight Alliance, creating Safe Zones for students, and enriching the curriculum with resiliency lessons--the overall social connectedness mean scores would likely increase, resulting in happier and more productive students. The main research question for this study was: How does social connectedness improve in a Texas high school that creates an inclusive learning environment? Over the course of the study, steps were taken to create an inclusive environment for all students. Results suggested the importance of social connectedness for individuals to their environment regardless of identifying as SMY. The benefit of creating an inclusive environment (GSA, established Safe Zones, and implemented resiliency curriculum) was justified.
Successful Online Learning Experience: Perceptions of Chinese Undergraduate Students
Author: Li, Li
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Experience,Student Experience,Student Attitudes,Undergraduate Students,Foreign Countries,COVID-19,Pandemics,Distance Education,Student College Relationship,Learning Strategies

This study explores perceptions of Chinese undergraduate students taking online courses amid the COVID-19 pandemic. Using semi-structured interviews after students' completion of the online courses, the study yields certain findings. First, university administrators are expected to communicate more with students to hear their concerns and offer assistance accordingly. Second, instructors should incorporate more interactive activities to promote learning, create a relaxing learning environment, and provide a timely feedback to students. Third, undergraduate students should employ appropriate learning strategies that include: being an independent learner, making a self-regulated learning plan, managing time, and practicing self-motivation. Implications for online learning practices are discussed.
The Development of English Competency-Based Curriculum Integrated with Local Community for High School Students
Author: Thipatdee, Goachagorn
Date: 2021-00-00
Type: Journal Articles
Subjects: Competency Based Education,High School Students,School Community Relationship,Local History,Cultural Background,Heritage Education,Place Based Education,Natural Resources,Curriculum Development,Curriculum Implementation,English (Second Language),Second Language Instruction,Educational Needs,Academic Achievement,Writing Skills,Foreign Countries

The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students' competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level 0.01. The developed curriculum was evaluated by the students at medium level of its feasibility.