ethanporcaro/eric-fulltext-meta huggingface dataset:
The Experiences of Anxiety of Japanese EFL Learners: A Case Study
Author: Leichsenring, Andrew
Date: 2010-12-01
Type: Reports - Research
Subjects: Program Effectiveness,Self Efficacy,Anxiety,English (Second Language),Foreign Countries,Second Language Learning,Semi Structured Interviews,Case Studies,Japanese,Native Language,Second Language Instruction,Outcomes of Education,Oral Language,Learning Motivation,Diaries,Student Attitudes,Adults,Secondary School Students,College Students,Classroom Environment

Foreign Language Classroom Anxiety is an educational phenomenon that has gained growing attention among researchers over the past three decades. It is a form of anxiety that can be debilitating and arises from various sources. This research examined foreign language classroom-based anxiety experiences of two adult Japanese English language learners; looking at the experiences of Foreign Language Classroom Anxiety: in both secondary and tertiary education settings; and in English language learning environments that the participants experienced in both Japan and the United States of America. Furthermore, this research investigated the effects of Foreign Language Classroom Anxiety on learning outcomes and oral performance. Findings from this study into the effects of Foreign Language Classroom Anxiety on learning outcomes and oral performance of participants indicated that sociocultural factors; learner motivation; self-efficacy; and the perceptions that learners have of their classroom learning environments influence learning outcomes and oral performance in the classroom. Findings indicated that anxiety in foreign language classroom learning experiences can be linked with oral performance. Appended are: (1) Written Reflective Journal Instrument; and (2) Semi-structured Interview for each Participant, that is, Student A and Student B. (Contains 1 table.)
Teacher and Student Perceptions of Critical and Creative Thinking within a Science Programme for High Ability Females in Singapore: Implications for Classroom Practice and Staff Development
Author: Slatter, Christopher John
Date: 2009-04-20
Type: Reports - Research
Subjects: Academically Gifted,Thinking Skills,Females,Teaching Methods,Foreign Countries,Creative Thinking,Critical Thinking,Science Instruction,Teacher Attitudes,Student Attitudes,Secondary School Students,Correlation

It can be rationalised that the education of high ability students is of immense importance to society, based on the principle that many of tomorrow's pioneers within the field of science will originate from this group of individuals. Consequently, these students must be equipped with critical and creative thinking skills to fulfil their intellectually demanding roles within the field of science. One way that this might be achieved is to incorporate critical and creative thinking skills into a science programme for high ability learners. This paper reports on a quantitative study that was performed to investigate teacher and student perceptions of critical and creative thinking within a science programme for high ability females at a secondary school in Singapore. Several strong correlations were identified between teachers' classroom practice and students' critical/creative thinking within the classroom. It was also discovered that students were more likely to use critical thinking skills within a science classroom compared to any other subject, but that they were more likely to use creative thinking skills while preparing for competitions such as Future Problem Solving and Odyssey of the Mind. These findings have implications for staff development within the school and the use of classroom strategies to teach critical and creative thinking. (Contains 6 tables.)
Broadening Access to Algebra I: The Impact on Eighth Graders Taking an Online Course. [Research Brief]
Author: Heppen, Jessica
Date: 2012-11-00
Type: Reports - Research
Subjects: Algebra,Online Courses,Rural Schools,Grade 8,Mathematics Instruction,Educational Technology,Computer Uses in Education,Access to Education,Secondary School Mathematics,Middle School Students,Program Effectiveness,High Achievement,Learning Readiness,Student Characteristics

Online courses are increasingly seen as a viable way to expand the number and types of courses offered and broadening access to key courses, particularly in small and rural schools. Algebra I in middle school exemplifies an important course that educators and policymakers want to be more available to students. To study the effectiveness of using an online course to broaden eighth graders' access to Algebra I, the American Institutes for Research (AIR) and the Education Development Center, Inc. (EDC) performed the first rigorous evaluation of the impact of an online course on student outcomes. This three-year study examined the effects of offering a fully online Algebra I course to eighth-grade students in mostly rural schools in Maine and Vermont. The study found that offering Algebra I as an online course is an effective way to broaden access for students in schools where access to the course is typically limited. This brief describes the study's purpose, methods, findings, and implications. (Contains 6 figures, 1 table, 1 footnote and 7 endnotes.) [This is a brief summarizing &quot;Access to Algebra I: Online Mathematics for Grade 8 Students,&quot; a study conducted by the American Institutes for Research and Education Development Center. To access the full report, see ED527394.]
Measuring Student-Faculty Interaction for Nontraditional College Students: A Comparison of Data Collection Tools
Author: Calsolaro Smulsky, Nancy
Date: 2012-01-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Student Attitudes,Learner Engagement,Educational Environment,Interaction,Electronic Learning,Undergraduate Students,Online Courses,Teacher Student Relationship,Nontraditional Students,Data Collection,Qualitative Research,Benchmarking,Surveys,Student Characteristics,Teacher Characteristics,Educational Quality,Constructivism (Learning),Transformative Learning,Behaviorism,Learning Theories

As an online institution of higher education, Excelsior College strives to ensure delivery of high quality online courses leading to student success. A key benchmark for student success is student-faculty interaction (SFI). The decade-old National Survey of Student Engagement (NSSE) measures several benchmarks including student-faculty interaction but was designed with the traditional college student in mind. The purpose of this quantitative study was to explore the quality benchmark of student-faculty interaction (SFI) of nontraditional baccalaureate level college students seeking degree completion through online programs offered at Excelsior College. The research problem was to determine if Excelsior College's 2011 NSSE score for student-faculty interaction would differ if survey items were written in a context consistent with student-faculty interaction in the online learning environment. The same population of Excelsior College students who were invited to participate in the 2011 electronically delivered NSSE were invited to participate in an electronically delivered resurvey using SFI items from Bangert's (2005, 2006) "The Student Evaluation of Online Teaching Effectiveness" (SEOTE) tool. Although both tools are based on Chickering and Gamson's (1987) "Seven Principles of Good Practice in Undergraduate Education," NSSE measured frequency of occurrence for each survey item, while SEOTE measured satisfaction. This study concluded that students feel interactions with faculty are infrequent, but they are satisfied with the actual interaction that does occur. It is recommended that a new survey be developed using one type of response scale; incorporate language and criteria consistent with the online learning environment; and also allow for open-ended, qualitative responses. Appended are: (1) Permission to Use Student Evaluation of Online Teaching Effectiveness Tool; (2) Student-Faculty Interaction Survey Tool; (3) Participant Letter of Consent; (4) Permission to Copy 2011 NSSE Survey Instrument: U.S. Web Version; and (5) 2011 NSSE Survey Instrument: U.S. Web Version. (Contains 7 tables.)
Talent Development for the Talent Developers: Identifying and Developing the Qualities of Effective Teachers of Gifted Students
Author: Slatter, Christopher John
Date: 2008-10-10
Type: Information Analyses
Subjects: Talent Development,Teacher Effectiveness,Academically Gifted,Teacher Characteristics

This paper contains a literature review concerning the qualities of effective teachers of the gifted. The research analysed 15 empirical studies and identified several common qualities of effective teachers. It is proposed that the qualities of effective teachers of the gifted are equivalent to talents in Gagne's differentiated model of giftedness and talent. Based on this theory, it can be deduced that effective teachers of the gifted possess natural abilities that have the potential to be transformed into talents within the domain of gifted education. This paper therefore argues that Gagne's differentiated model of giftedness and talent should be applied, not just to gifted students, but also to the teachers of the gifted, thus facilitating the identification of potentially effective teachers and ensuring the complete talent development of existing teachers.
Alcohol and Other Drug Abuse among First-Year College Students. Infofacts/Resources
Author: Ross, Virginia
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Alcohol Abuse,Drug Abuse,College Freshmen,Student Behavior,Incidence,Risk,Prevention,College Administration,College Environment,Change Strategies,Social Behavior,Behavior Standards,Marketing,School Orientation,First Year Seminars,Parent Participation

Although any new undertaking is exciting because of the opportunities it may bring, the transition to college life also brings new pressures and uncertainties. From the shelter of home, young people emerge into a new culture, with a new environment for success. Here they are their own masters, often far from the vigilance of parents and the strictures of tightly scheduled school days. As they take this step toward independence, they face the temptation to celebrate their newfound freedom, test limits, and perhaps escape from new pressures through alcohol and other drugs. This guide addresses three questions: (1) How serious is the problem of alcohol and other drug use among first-year students?; (2) What developmental and environmental factors make the first year of college a time of greater vulnerability?; and (3) How can prevention professionals help students successfully negotiate the sometimes perilous transition from high school to college life? (Contains 1 figure and 4 online resources.)
Recreational Use of Ritalin on College Campuses. Infofacts/Resources
Author: Kapner, Daniel Ari
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drug Abuse,Stimulants,Attention Deficit Disorders,College Students,Student Behavior,Incidence,Antisocial Behavior,Crime,Prevention,College Administration,College Environment,Change Strategies

Although alcohol is the most abused drug on college campuses, Ritalin has also attracted much concern in recent years. This "Infofacts/Resources" describes Ritalin use on college campuses, outlines possible effects of its abuse, and recommends policies for institutions of higher education. (Contains 7 online resources.)
Alcohol and Other Drug Use at Historically Black Colleges and Universities. Infofacts/Resources
Author: Kapner, Daniel Ari
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Black Colleges,Drinking,Drug Use,College Students,African American Students,Student Behavior,Incidence,College Environment,Religion,Prevention

The "culture of drinking" on U.S. college and university campuses has gained widespread national attention. Researchers cite the disturbing consequences of drinking on campus each year--1,700 college student deaths from alcohol-related causes; 600,000 unintentional injuries; 700,000 assaults; and 100,000 cases of sexual assault and acquaintance rape. Recent studies confirm that students at historically black colleges and universities (HBCUs) and African American students in general drink far less and, as a result, suffer fewer consequences than do students at predominantly white institutions. This disparity in alcohol consumption appears to be strongly related to factors such as HBCUs' emphasis on character development in their institutional goals and the enrollment of many students with strong religious values. As a result, the atmosphere at HBCUs militates against the "culture of drinking" found on so many other college and university campuses. HBCUs' emphasis on character development has had a strong influence in reducing alcohol consumption rates on campus, and other colleges and universities can learn much about alcohol and other drug (AOD) prevention from these institutions. This paper presents a list of specific recommendations for other institutions of higher institution to prevent AOD activities. (Contains 9 online resources.)
Racial and Ethnic Differences in Alcohol and Other Drug Use. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Racial Differences,Incidence,Drinking,Drug Use,College Students,Student Behavior,Cultural Relevance,Prevention,White Students,African American Students,Hispanic American Students,Asian American Students,American Indian Students

Contrary to stereotypes seen in the media, several studies have found use of alcohol and other substances among racial and ethnic minority college students to be lower than among white students. At historically black colleges, for instance, about half the percentage of students report using tobacco, marijuana, or cocaine compared with students at predominantly white colleges. Because of the large variations in use rates, before a college begins prevention work it is important for program administrators to identify the differing patterns of alcohol and other drug use among the racial and ethnic groups on campus. A national study, conducted in 2005 by the Core Institute, of 33,379 college and university students found the largest proportion of abstainers to be among Asian/Pacific Islander and black respondents. The percentages of students who had consumed alcohol in the previous 30 days were as follows: Asian/Pacific Islanders, 59.1 percent; blacks, 52.3 percent; American Indians, 73.1 percent; Latinos, 75.3 percent; and non-Latino whites, 75.3 percent. Meanwhile, the 2005 Core Institute analysis of 33,379 college students reveals that in the previous year, 33.5 percent of American Indians had used marijuana, as had 31 percent of non-Latino whites, 33.4 percent of Latinos, 21.4 percent of blacks, and 18 percent of Asian/Pacific Islanders. Amphetamine and cocaine use was comparatively infrequent, with non-Latino whites' and Latinos' use far exceeding blacks' and Asian/Pacific Islanders' use. (Contains 14 online resources.)
Marijuana Use among Students at Institutions of Higher Education. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Marijuana,Incidence,Drug Use,College Students,Student Behavior,College Athletics,Athletes,Academic Achievement

Marijuana is the most frequently used illicit drug in the United States, with approximately 14.8 million Americans over the age of 12 reporting past-month use in 2006. While marijuana use declined in the 1980s, its use among all youth--including college students--rose steadily in the 1990s. Prevention professionals report concern because marijuana may act as a "gateway" drug, serving as an introduction to the "drug scene" and additional types of drug use. In fact, studies have found that "nearly all adolescents who use illicit drugs other than marijuana also used marijuana. The proportions of those who used other illicit drugs prior to (or without any) marijuana use are for the most part less than 5 percent." Frequent marijuana use may be physically and emotionally harmful and is also associated with a host of other social and behavioral problems, including isolation, poor academic performance, violence, and crime. (Contains 2 tables and 7 online resources.)
Student Leadership. Prevention Updates
Author: Langford, Linda
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Prevention,Alcohol Abuse,Drug Abuse,Violence,Student Leadership,College Students,Mentors,Wellness,Student Volunteers,Health Programs,Sexual Abuse,Internship Programs,Peer Teaching

Campus-based efforts to reduce alcohol and other drug abuse and violence (AODV) will be more successful if they involve a wide range of stakeholders--including students--who can contribute to the program's design, implementation, and evaluation. Students provide a unique perspective on AODV prevention, and they can also bring a certain authority to the issue: college presidents and other campus administrators pay attention when students speak about AODV issues in a responsible and informed way. Effective prevention requires the development of an evidence-based strategic plan that defines the program's goals and objectives and outlines specific strategies and activities to carry out those aims. Some AODV programs have succeeded in involving students strategically and effectively by reconceptualizing their relationship with other students as an opportunity to mentor the next generation of prevention leaders. The four institutions featured here exemplify this approach to student leadership: the University of Missouri-Columbia, Arizona State University, the University of North Carolina Wilmington (UNCW), and the University of Southern Maine (USM). This orientation affects how AODV prevention staff select and train students, the types of work they do, and how their experience is evaluated. (Contains 2 resources and 4 online resources.)
The Off-Campus Environment: Approaches for Reducing Alcohol and Other Drug Problems. Prevention Updates
Author: DeJong, William
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: Drinking,Drug Use,Prevention,College Students,Student Behavior,School Community Relationship,College Administration,Communication (Thought Transfer),Conflict Resolution,Housing,Laws,Law Enforcement,Legal Responsibility,Dining Facilities

The presence of a college or university in a community can greatly enrich the lives of long-term residents, intellectually, culturally, and financially. But students who live, work, and play in nearby neighborhoods can sometimes create enormous problems, putting a strain on campus and community relations and compromising the health and safety of all residents not just of students. In response, college administrators must view student alcohol and other drug problems as a community problem, not just a campus problem. If campus officials accept responsibility for addressing off-campus problems, they will find able and willing partners in the community who are eager to search for workable solutions, collaborating in a spirit of mutual respect. The program and policy options described in this publication are a good place to start that discussion. (Contains 3 online resources.)
Fraternity and Sorority Members and Alcohol and Other Drug Use. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Drinking,Prevention,Sororities,Fraternities,Academic Achievement,Injuries,Rape,College Students,Student Behavior,Student Subcultures,College Administration,College Environment,Change Strategies

The "culture of drinking" on U.S. college campuses has recently gained widespread national attention. A report by the National Institute on Alcohol Abuse and Alcoholism (NIAAA) notes the disturbing consequences of drinking on campus each year: 1,700 college student deaths from alcohol-related causes; more than 500,000 unintentional injuries; more than 600,000 assaults; and more than 70,000 cases of sexual assault and acquaintance rape. Fraternities and sororities are among the key groups that foster this culture of drinking on campus. Given the high rates of heavy drinking in fraternities and sororities and the role they take in promoting frequent and heavy alcohol consumption on campus, college and university prevention efforts should target these social societies. Changing the availability of alcohol in the environment will be more easily achieved with the cooperation of fraternity and sorority leadership. College and university prevention specialists should implement the following five environmental strategies to reduce frequent and heavy drinking in fraternities and sororities: (1) Promoting Alcohol- and Drug-Free Social, Recreational, and Extracurricular Options and Public Service; (2) Creating a Social, Academic, and Residential Environment That Promotes Healthy Social Norms; (3) Limiting Alcohol Availability and Access; (4) Limiting Marketing and Promotion of Alcohol; and (5) Enforcing Campus Policy and State and Local Laws. (Contains 6 online resources.)
Interpersonal Violence and Alcohol and Other Drug Use. Infofacts/Resources
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Violence,Rape,Sexual Abuse,Crime,Social Bias,Drinking,Drug Use,College Students,Student Behavior,Crime Prevention,Legal Responsibility,College Administration,College Environment,Change Strategies

Because alcohol and other drugs are involved in most acts of violence on campus, college and university administrators are under increasing pressure to acknowledge this connection and reduce alcohol consumption on campus. But because alcohol alone does not cause violence, campuses must also address other contributing factors. Since research has found that fraternities, athletics teams, and other male peer groups foster rape supportive norms, some experts have suggested that prevention programs can be most effective when targeting these types of all-male forums. Following are five categories and examples of environmental strategies for preventing alcohol and other drug use on campus: (1) Promoting Alcohol- and Drug-Free Social, Recreational, and Extracurricular Options and Public Service; (2) Creating a Social, Academic, and Residential Environment That Promotes Healthy Social Norms; (3) Restricting Marketing and Promotion of Alcohol; (4) Limiting Availability and Access; and (5) Enforcing Campus Policies and State and Local Laws. (Contains 10 online resources.)
Getting Started on Campus: Tips for New Prevention Coordinators. Prevention Updates
Author: Stubbs, Helen
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Prevention,Drinking,Drug Use,Violence,College Administration,Coordinators,Cooperation,School Community Relationship,Data Collection,Best Practices,College Environment,Strategic Planning,Federal Regulation,Federal Legislation

Prevention coordinators have an important role on campus. To be effective, they must demonstrate the right balance of accurate information, clear strategy, and open collaboration with others. A strong prevention program requires understanding the problem, identifying the contributing factors, taking action to intervene, and then evaluating to see if the problem was prevented. To be effective, prevention must be a deliberate process that applies science-based principles of planning and action to produce desired outcomes. Furthermore, it requires an assessment of local problems and resources in order to identify the necessary changes to reduce the risk for problems. This "Prevention Update" outlines the critical elements in this process and identifies helpful resources to support campus-based prevention efforts. Intended as an overview, it includes many references to publications from the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention and other resources, for more in-depth information. (Contains 11 online resources.)