ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerating Professional Socialization with an Undergraduate Proseminar Course
Author: Platt, Carrie Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Socialization,Undergraduate Students,Best Practices,Seminars,Career Development,Course Organization,Student Evaluation

Guiding students on their professional paths, from selecting a major to pursuing a particular career after graduation, can be a significant challenge for faculty and program leaders. Students, particularly those in broad fields like Communication, rarely know what the major involves, or how their studies will translate into a meaningful career. This uncertainty makes it harder for students to see connections between their coursework, campus resources, and extracurricular activities, a disconnect that impacts engagement, academic performance, and retention. In this best practices article, I explain how an undergraduate proseminar can accelerate professional socialization and help students develop more integrated perspectives on their college experience. By identifying possible careers early in their education and discussing how different courses, resources, and activities can aid them in pursuing those professions, students will be better able to navigate the challenges and opportunities of college.
Confronting Students&apos; Personal and Interpersonal Communication Anxieties and Needs through Constitutive, Experiential Communication Pedagogy
Author: Frey, Lawrence R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Anxiety,Experiential Learning,College Students,Feedback (Response),Interpersonal Competence,Course Objectives

Today's college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course &quot;Communication and Human Relations,&quot; enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.
Experiences in a Tutoring Programme for BEd Foundation Phase isiXhosa First-Language Students
Author: Carnow, Anneline J.
Date: 2020-00-00
Type: Journal Articles
Subjects: African Languages,Native Language,Undergraduate Students,Academic Failure,Computer Literacy,Mathematics Achievement,Language of Instruction,English (Second Language),Second Language Learning,Student Attitudes,Case Studies,Journal Writing,Tutors,Tutoring,Program Descriptions,Constructivism (Learning),Teaching Methods,Concept Formation,Difficulty Level,Learning Processes,Foreign Countries

Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives: A tutoring programme was initiated in the home language of the students with the aim of improving their understanding and chances at success. Method: Semi-structured interviews and reflective journals within a qualitative case study were used to understand how the tutees and tutors as key role players, the programme coordinator, lecturers in the three subjects and the tutor trainer experienced the tutoring programme. The study was framed within social constructivist theory and an interpretative paradigm employed for analysis of data. Results: The findings suggested that tutoring in their home language grants isiXhosa students an improved understanding of the concepts and terms of the course material, which they had difficulty understanding. Conclusion: Tutoring in the home language should become a mandatory practice for students whose home language is not the language of learning and teaching in the institution. The study contributes to knowledge on how tutoring in the home language provides isiXhosa students access to the curriculum by assisting them in minimising their struggles with English as the language of learning and teaching.
Intrusive Teaching: The Strain of Care Labor, Identity, and the Emerging Majority in Higher Education
Author: Goode, Jayne
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Styles,Higher Education,First Generation College Students,Academic Persistence,School Holding Power,College Faculty,State Universities,Self Concept,Teacher Student Relationship,Trauma,Minority Group Students,Teacher Role,Role Conflict

United States publicly-funded higher education systems are experiencing increasing pressures (Chronicle of Higher Education, 2019). In response, higher education institutions have broadened their appeal to students less likely to attend college as part of their fiscal strategies (Carlson, 2019). This growing student population consists of first-generation students and individuals from marginalized backgrounds who often enter college underprepared (Crissman Ishler, 2005), and higher education must retain these emerging-majority students to ensure fiscal stability (Soria &amp; Stebleton, 2012). When enrollment and retention are viewed from a business model (Kelderman, 2019), faculty duties expand into triage care and student emotional support. This qualitative investigation of faculty in a publicly-funded state university explores intrusive teaching practices marked by monitoring and intervening in their students' emotional and social issues.
Investigating the Interpretation and Implementation of Policies That Guide the Teaching of Reading in the Foundation Phase
Author: Marais, Ann-May
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Reading,Educational Policy,Reading Instruction,Native Language,National Curriculum,Elementary School Teachers,English,Curriculum Implementation,Faculty Development,Teaching Methods

Background: There is growing international awareness of the dividends of early reading success and the consequences of early reading failure. Many studies have shown that the educational achievement of South African learners is unacceptably poor. There are shortcomings in the curriculum for English home language (EHL) which could be the reason for educators' uncertainties and frustration with the teaching of reading. Objectives: To identify policies that guide the teaching of reading and to investigate the management of their interpretation and implementation. Method: A qualitative case study design was employed, underpinned by the sense-making theory which was used as a theoretical framework. Three primary schools in the Lichtenburg circuit were selected as study sites. Participants were selected purposively and data generation methods included document analysis, observations and interviews. Inductive data analysis was applied through the identification of patterns, categories and themes. Results: The results indicate that the EHL curriculum document is the only policy document that teachers in this study used as a guideline for the teaching of reading in the Foundation Phase. However, this document lacks explicit guidance on how reading should be taught. Conclusion: The main policy that guides the teaching of reading in the Foundation Phase is the EHL curriculum. However, participants do not always understand the stipulations of this document and make partial use of the guidelines because they do not know how to interpret them. The curriculum lacks step-by-step guidelines on teaching activities for reading. Thus, we suggest that professional development should be based on the needs of the educators.
Project-Based Learning: Lessons Learned Teaching Non-Communication Majors
Author: LeBlanc, Sarah Symonds
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Nonmajors,Family Relationship,College Students,Cooperative Learning,Teaching Experience,Instructional Development

Family communication, as an upper-level communication course, attracts communication majors and students studying in other disciplines. As such, instructors employ pedagogies that appeal to both majors and non-majors. This essay reflects on how I used project-based learning (PBL) in a family communication course filled with mostly non-majors. The essay highlights my rationale for choosing PBL, provides an explanation of the PBL activity, describes how PBL addresses two key problems I experienced in teaching the family communication course, and offers conclusions regarding lessons learned.
WISER Assessment: A Communication Program Assessment Framework
Author: Strawser, Michael G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),College Outcomes Assessment,College Programs,Program Evaluation,Evaluation Criteria,Communication Skills,Writing (Composition),Speech,Ethics,Student Research,Educational Experience

Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang &amp; Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty can use to ensure their assessment efforts achieve the goal of not only documenting but also improving student learning. WISER stands for writing, immersive experiences, speaking, ethical communication, and research as programmatic assessment categories. These WISER categories extend the National Communication Association (NCA)-endorsed domains of communication learning in ways that make them functional for assessment.
You May Call Me Professor: Professor Form of Address in Email Communication and College Student Reactions to Not Knowing What to Call Their Professors
Author: Hildenbrand, Grace M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,College Students,Interpersonal Communication,Electronic Mail,Student Attitudes,Teacher Student Relationship,Norms,Language Usage

This experimental study tested whether a professor's form of address (FOA) and email signature influenced students' perceptions of the professor's credibility, approachability, and likability. Guided by communication accommodation theory, the study investigated the likelihood that students would reciprocate a professor's FOA in email communication. Participants were randomly assigned to one of seven conditions varying by professor FOA (doctor, professor, first name) and email signature (present or not), with a signature only control condition. Results indicated students were more likely to reciprocate the FOA when an email signature was not present. Open-ended responses suggested students perceive instructors more positively when instructors specify a FOA and feel anxious and uncertain when professors do not specify a FOA.
Trends in the Introductory Communication Course from 1956 to 2016: A Systematic Review of Results from 11 National Survey Studies
Author: Morreale, Sherwyn P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Introductory Courses,Communication Skills,Higher Education,Educational Trends,Educational History,Enrollment Trends,Course Objectives,Course Content,Textbooks,Testing,Grading,Electronic Learning,School Demography

Researchers have conducted surveys of the introductory communication course for more than 60 years, starting with two seminal studies in 1956 and 1965, followed by a series of nine replicative studies extending from 1970 to 2016. This systematic review examines the results from those 11 surveys. The results of that review are presented here, including historical trends observed in the thematic categories that indicate how the course has remained consistent or changed during the time period of the surveys. This study concludes with recommendations to inform decision-making about the future of the introductory course, based on the identified historical trends as well as impact factors in the context of higher education today.
The Future of Education According to the Fourth Industrial Revolution
Author: Elayyan, Shaher
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Educational Technology,Preservice Teachers,Student Attitudes,Science Teachers,Foreign Countries,Information Technology,Computer Security,Robotics,Futures (of Society)

The current study falls in line with the contemporary effort aiming towards raising societal awareness about the impacts of the 4th Industrial Revolution IR 4.0 in education. The study aimed to reveal the effects of IR 4.0 products such as the internet of things, cloud computing, big data, cybersecurity, artificial intelligence, Blockchain and robots on the educational variables: control learning, learning opportunities, Instructional activities, and social implications. To achieve the aim, a questionnaire of 30 items was applied to 77 pre-service science teachers as a pilot sample at Sohar University in Sultanate of Oman in the academic year 2019/2020. Findings showed variations in the pre-service science teachers' perceptions about the implications of IR 4.0 on education. They believed that block-chain, Cloud Computing, and cybersecurity will be used in a wide range in the future to improve learning opportunities and keep students' activities for a long time. On the other hand, they referred that the teaching-learning processes will occur without values and with the low level of student-teachers interactions. Also, they predicted that robots and machines will work instead of humans even in educational jobs in the future. According to the findings, the study suggested implementing significant transformations in instructional programs, curricula, learning environment, liquid instructional skills, and teachers-students' roles to deal with IR 4.0 technologies and products.
Profile of Senior High School Students&apos; Mathematical Reasoning Ability Based on Guardian Personality Type
Author: Akrom, Muhamad
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Mathematics Skills,Mathematical Logic,Computation,Error Patterns,Thinking Skills,Personality Traits,Problem Solving,Foreign Countries

This study targets to 1) describe students' mathematical reasoning skills in terms of guardian personality type; 2) knowing the causes of student mistakes in answering questions. This type of study is descriptive qualitative. The subjects in this study were students of class XI MIPA four Wanasaba 1 Senior High School in East Lombok in the 2020/2021 school year. The determination of the subject was done by purposive sampling and snowball. Data collection techniques used personality tests, tests of mathematical reasoning abilities, and interviews. The validation of each instrument was carried out by three experts in each field. The data analysis stage in this study was data reduction, data presentation, and conclusion. The results of this study indicate that the subject's mathematical reasoning ability only fulfills indicator 4, namely performing calculations based on certain rules or formulas. Subjects have not been able to meet other indicators. This is because the subject considers that the listed formula can be used in all types of triangles, does not know the rules of the cosine rule, the subject rarely practices and answers story questions, difficulties in linking the results obtained with questions, difficulty in choosing the formula to be used, and not careful in doing calculations.
Readiness for Reading and Writing in Pre-School Period: Teachers&apos; Viewpoints on Classroom Environment and Practices
Author: Senol, Fatma Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Readiness,Writing Readiness,Preschool Teachers,Teacher Attitudes,Classroom Techniques,Classroom Environment,Learning Activities

The study aimed to scrutinize the views of pre-school teachers on children's readiness for reading and writing in relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participants of the study comprised 47 pre-school teachers, who were selected via purposive sampling method. The data were collected using a semi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showed that in order to support children's readiness for reading and writing skills in the pre-school period, both classroom environment, and activities played a significant role in attracting the attention of children, and preparing them for their primary school period.
Jigsaw as a Community Learning Strategy: Improving Students&apos; Social Attitudes
Author: Septiani, Vina
Date: 2020-11-00
Type: Journal Articles
Subjects: Communication Skills,Foreign Countries,Grade 8,Self Esteem,Social Attitudes,Cooperative Learning,Junior High School Students,Teaching Methods,Attitude Change

Social attitudes are needed by students in improving communication and collaboration skills in the 4.0 industrial revolution era. This study aimed to identify the effect of the jigsaw learning model as a community learning strategy on students' social attitudes in digestive system material. This quasi-experimental research was using a non-equivalent pretest-posttest control group design. The population used was eighth-graders in Padang. The samples involved were two groups selected through a simple random sampling technique. The instrument used was observation sheets to measure four aspects of social attitudes, including social discipline, tolerance, self-confidence, and collaboration. Data were analyzed using one-way ANCOVA. The result showed that the jigsaw as a community learning strategy has a significant effect on students' social attitudes (p-value &lt; 0.05). As a recommendation, the jigsaw learning model can be applied to promote students' social attitudes.
Student&apos;s Environmental Literacy Based on Adiwiyata and Non-Adiwiyata at Senior High School in Sleman, Yogyakarta
Author: Astuti, Dwi
Date: 2020-11-00
Type: Journal Articles
Subjects: Conservation (Environment),Multiple Literacies,Knowledge Level,Skill Development,High School Students,Grade 10,Grade 11,Institutional Characteristics,School Activities,Competence,Caring,Values,Responsibility,Student Attitudes,Differences,Foreign Countries

Environmental problems in Indonesia increase the government's efforts in shaping students' environmental care character through the Adiwiyata program. This study was conducted to determine differences in environmental literacy between Adiwiyata and non-Adiwiyata schools in Senior High School (SHS) in Sleman Regency, Yogyakarta. This survey research using a conventional sampling technique. The sample involved in this study was 1,568 students from nine schools in Sleman Regency. The data collection instrument refers to the instrument developed by the North American Association for Environmental Literacy (NAAEE) and is supported by interviews and observations. Measurement of environmental literacy in this study was carried out in two domains: competence and disposition. Comparative data analysis used the Mann Whitney test assisted by SPSS 25 for windows. The results showed that students' environmental literacy in the Sleman Regency was included in the good category in the competency and disposition domain. Environmental literacy abilities in Adiwiyata and non-Adiwiyata schools differ, both in the competency domain which includes competence (sig &lt;0.05) and environmental literacy (sig 0.002), and in the disposition domain with sig &lt;0.05. These results concluded that there were differences in students' environmental literacy skills between Adiwiyata and non-Adiwiyata schools. This research recommends that schools initiate programs to strengthen environmental literacy through strengthening the character of caring for the environment.
Competition-Based Learning of Blockchain Programming
Author: Çulha, Davut
Date: 2021-00-00
Type: Journal Articles
Subjects: Competition,Teaching Methods,Programming,Technology,Monetary Systems,Foreign Countries,Instructional Effectiveness,Cooperative Learning

Blockchain, which is a disruptive technology, affects many technologies, and it will affect many other technologies. Main property of blockchain technologies is assuring trust without central authorization. This is achieved through immutable data and decentralization. Moreover, blockchain is founded on the principles of cryptography, which provides the required infrastructure for the trust. First application of the blockchain technologies is Bitcoin cryptocurrency. After the birth of Bitcoin, cryptocurrencies began to change financial systems. Learning of blockchain is difficult because blockchain and its related technologies are strange for most of the people. In order to figure out blockchain technologies, the concepts like cryptography, cryptocurrency, immutable data and decentralization should have been understood. Therefore, blockchain and its related technologies should be learned through efficient learning mechanisms. Project-based learning, team-based learning, active learning and competition-based learning can be used for efficient teaching of blockchain. Competition-based learning has been used in many areas successfully for years. Smart contract development is the programming part of blockchain technologies. In this paper, competition-based learning is applied to blockchain programming to increase learning efficiency. In addition, a methodology is presented to apply competition-based learning to blockchain programming.
Digital Citizenship and Its Teaching: A Literature Review
Author: Öztürk, Gülcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Citizenship Education,Prosocial Behavior,Educational Research,Curriculum Research,Attitudes

Use of digital tools that have entered people's lives in recent years has become a necessity during the COVID-19 pandemic, and students have started to use digital tools extensively both in their lessons and at their home. Students use technology intensively on daily basis, and the need for training these students in a way to establish safe online communication and collaboration has put the concept of digital citizenship on the agenda. In this study, the theoretical framework of the concept of digital citizenship was introduced, and the studies reported in the literature regarding digital citizenship and teaching of it were examined. The studies reviewed included (1) those on the introduction of the concept of digital citizenship or the elements of digital citizenship, (2) those conducted to determine the participants' digital citizenship levels or perceptions, (3) those examining the curricula within the framework of digital citizenship, and (4) those carried out in relation to teaching of digital citizenship and its elements. The studies in each group were briefly introduced. As a result of the study, several suggestions were put forward regarding digital citizenship education.