ethanporcaro/eric-fulltext-meta huggingface dataset:
Metadiscourse and Counterargument Integration in Student Argumentative Papers
Author: McCarthy, Philip M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing (Composition),Persuasive Discourse,Teaching Methods,Academic Language,Writing Instruction,Phrase Structure,Native Language,Intercultural Communication,Essays,Computational Linguistics,Writing Evaluation,Accuracy,Instructional Effectiveness

Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students' understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings.
Tracing Effect in the Worked Examples-Based Learning: An Exploration of Individual Differences in Working Memory Capacity
Author: Yeo, Lian-Ming
Date: 2019-00-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Mathematics Instruction,Instructional Effectiveness,Geometric Concepts,Individual Differences,Short Term Memory,Recall (Psychology),Accuracy,Time on Task,Spatial Ability,Problem Solving,Difficulty Level,Test Items,Nonverbal Communication,Elementary School Students,Early Adolescents,Foreign Countries

Previous study has shown that tracing gesture may enhance the worked example-based learning by reducing cognitive load. The present study attempted to replicate the previous results and further explored the individual differences in tracing effect in relation to the learners' working-memory capacity. Specifically, 11- to 13-year-old students varies in their working-memory capacity were asked to study worked examples on angles relationships involving parallel lines either without tracing instruction or with tracing instruction. The results showed that the tracing group outperformed the non-tracing group on a subsequent test and reported lower levels of test difficulty. In addition, the learning outcomes between the low- and high-capacity individuals in both conditions were comparable, suggesting that tracing gesture offers a simple yet effective embodied technique that may further enhances the worked example-based learning by reducing cognitive load, however, its facilitation effect was not affected by the individuals' working-memory capacity.
Perceived Learning Outcomes and Interaction Mode Matter: Students&apos; Experience of Taking Online EFL Courses during COVID-19
Author: Cui, Yaqiong
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,English (Second Language),Second Language Instruction,Student Attitudes,Student Experience,Foreign Countries,Technology Uses in Education,Interaction,Teaching Methods,Program Effectiveness,Barriers,Student Characteristics

The recent health emergency has changed the teaching mode globally, with traditional classroom teaching shifting to online platforms. This created challenges for both foreign/second language teachers and learners. Some recent studies investigated the challenges brought by online teaching from the teachers' perspective; however, little is known about how students perceive the effectiveness of online language learning based on their experiences. Therefore, this study surveyed 252 Chinese students who took online EFL courses during the pandemic through an online survey platform. Survey questions include 75 statements regarding EFL learner's perceived experience in taking online EFL courses, such as learning platforms, teaching and assessment methods, interaction mode, classroom management, and the effectiveness of online courses. Students rated each statement on a 5-point Likert Scale. Open-ended questions further targeted students' suggestions to improve the quality of online language courses. Results from analysis of variance, factor analysis, and multiple linear regression analysis showed that students perceived the interactional opportunity and learning outcome as the most important factors in their online EFL learning experiences. Students generally showed a positive attitude toward their online language learning experiences and a high level of participation in synchronized online EFL courses. They further suggested a mixture of traditional and online class as an ideal teaching model for EFL learning, especially in the face of public crisis. Findings from this study may shed light on language curriculum design, language teacher education, and educational technology.
What Makes Source of Scientific Information Good? Reflection on Primary and Junior High School Textbooks and Their Use by Teachers Presenting Particular Teaching Style through Example of Amphibians and Reptiles
Author: Chylenska, Zofia Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Elementary School Students,Junior High School Students,Science Teachers,Biology,Zoology,Animals,Information Sources,Scientific and Technical Information,Teaching Styles,Authors,Misconceptions,Knowledge Level,Correlation,Student Attitudes,Foreign Countries

Textbooks are one of the most important teaching aids in education. They often serve as the main or the only source of information for students and teachers. The aim of this study was to analyze the sources of students' scientific knowledge--teachers and textbooks, with focus on information about amphibians and reptiles. Authors have conducted an analysis of the content of twelve nature and biology textbooks, with the focus on: a core biological idea, the presence of surveys and summaries, appealing graphics and factual errors. The teachers participated in in--depth interviews, and were analyzed for the reflective insight considering e.g. presence of substantial mistakes or shaping students' attitudes. Authors proposed new framework for describing teaching styles based on the dominant characteristics of their teaching process, the teachers were classified as--Didactical, Pedagogical or Ethical teacher. None of the analyzed books were flawless. The most common errors concerned the movement apparatus and the taxonomy. Authors have found out statistically significant correlation between teachers with wider knowledge, and their declaration of more diverse and suitable methods during the lessons. Teachers who do not declare such activities were more probable to put less focus on shaping students attitudes and to make more errors.
Significant Predictors of Second Language Anxiety among Chinese University Students
Author: Yu, Wen Hsuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Second Language Learning,English (Second Language),Anxiety,Classroom Communication,Measures (Individuals),Graduate Students,Undergraduate Students,Foreign Students,Asians,Student Motivation,Language Attitudes,Self Efficacy,Native Language Instruction

Second language anxiety is an emotional reaction that diminishes second language learners' academic performance. Researchers have identified cognitive and affective factors as contributors to students' classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students' second language classroom anxiety. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students' English communication apprehension in the classroom.
Social Media and Online Gaming with Friends: Implications for Children&apos;s Academic, Social, and Emotional Experiences in Third- through Sixth-Grade Students
Author: Eckardt, Patricia N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Video Games,Internet,Friendship,Student Experience,Emotional Experience,Elementary School Students,Preadolescents,Student Behavior,Parent Student Relationship,Child Safety,Multiple Literacies,COVID-19,Pandemics

This hypothesis-generating research study provided insight into the impact that social media and online gaming with friends play in the lives of students in third- through sixth-grade during the COVID-19 pandemic. Initially this study began in February 2020 before the pandemic impacted school closures in New York the following month. However, the study was put on hold until late July, four weeks before children were to return to school in person. Researchers sought to understand the role that social media and online gaming with friends now played during the pandemic, when individuals were quarantined and advised to avoid social interactions. Thirteen parents and eight students participated in this mixed methods study. Data were collected in the form of a student survey and parent/guardian survey; responses were both multiple choice and anecdotal. Concerns pertaining to student behaviors, emotions, academics, and parent-child communication emerged from data analysis. Findings suggest work is needed to help children transition from the online to offline experience, to help parents better understand how literacy is enacted in social media and online gaming, and to increase parent-child communications about expectations and safety in these online spaces.
Current State of High Stakes Teacher Evaluation for Special Education Teachers
Author: Snyder, Robin A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Evaluation,Special Education Teachers,Barriers,Teacher Role,Teacher Effectiveness,Educational Legislation,Federal Legislation,Federal Programs,Federal Aid,Elementary Secondary Education,Evaluation Methods,Classroom Observation Techniques,Students with Disabilities,Severity (of Disability)

Education reform legislation has led to an upwelling of mandatory teacher evaluation for all elementary, middle school, and high school educators, including those who teach special education. While this reform effort aimed to improve overall teacher effectiveness and student learning outcomes, the teacher evaluation for special education is a retrofitted version of the general education teacher evaluation model and yields little meaningful information and increased stress levels for both the special education teacher and their evaluator. Before this problem can be rectified, the barriers standing in the way to a meaningful special education teacher evaluation need to be identified. This article examines existing literature related to special education teacher evaluation to identify those barriers, so progress can be made to improve the delivery of special education instruction and outcomes for students with disabilities.
Interdisciplinary Collaboration Practices between Education Specialists and Related Service Providers
Author: Sisti, Mary K.
Date: 2021-04-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Interprofessional Relationship,Teamwork,Cooperation,Specialists,Related Services (Special Education),Special Education Teachers,Adapted Physical Education,School Nurses,Allied Health Personnel,Occupational Therapy,Speech Language Pathology,Students with Disabilities,Elementary Secondary Education,Severe Disabilities,Individualized Education Programs,Curriculum Development,Instruction,Progress Monitoring

Students with moderate to severe disabilities benefit most when interdisciplinary teams collaborate to deliver individualized instruction, supports and services. This research study seeks to capture a description of education specialists' collaborative experiences working with interdisciplinary teams composed of speech language pathologists, occupational therapists, adapted physical educators, school psychologists and school nurses. The central question that guided this study asked K-12 education specialists to describe how they collaborate with their interdisciplinary teams in four domains of assessment, curriculum development, instruction, and progress monitoring. A descriptive mixed methods approach, which included surveys and interviews, was used to explore this experience. Overall, education specialists reported that teams collaborate most frequently in the areas of assessment and IEP goal development. Findings indicate that teams respectfully share resources, knowledge of students and behavior support expertise, but lack consistency and a shared systematic approach towards collaboration, especially in the areas of instruction and progress monitoring. Implications for practice and research will be described.
Using Picture-Based Task-Analytic Instruction to Teach Students with Moderate Intellectual Disability to Email Peers without Disabilities
Author: Benson, Victoria K.
Date: 2021-04-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Students with Disabilities,Moderate Intellectual Disability,Teaching Methods,Pictorial Stimuli,Task Analysis,Electronic Mail,Program Effectiveness,Middle School Students,Down Syndrome,Grade 8,Special Education,Peer Relationship

This preliminary study investigated the effects of using picture-based task analyses and an iPad to teach students with intellectual disability how to send and reply to emails. Three middle-school-aged students with intellectual disability as well as three peers without disabilities participated in this investigation. The intervention consisted of two 15-step task analyses: one for sending an email, and the second for replying to an email, least to most prompting, and constant time delay. Results showed students' improved ability to send and reply to emails on an iPad with the support of picture-based task analyses. Implications for practice and future research are discussed.
Special Education Representation and Ratings of School Leadership
Author: Parmar, Rene S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Urban Schools,Special Education,Students with Disabilities,Attendance,Principals,Administrator Effectiveness,Disadvantaged Schools,Leadership Qualities,Administrator Role,Teacher Attitudes,Administrator Evaluation,Public Schools,Poverty,English Language Learners,Self Contained Classrooms,Minority Group Students

Teachers from 1,050 schools in New York City completed a survey, administered annually by the school district, based on the Framework for Great Schools model. Publicly available results were analyzed. Multiple regression analyses revealed a significant effect of representation of students with special education needs, school attendance rates, and principal experience on teacher ratings of Effective Leadership. Schools with high economic needs also served the highest percentage of students with disabilities and tended to have the lowest ratings of leadership effectiveness. The research offers insights into areas where principal leadership for effective programming for students with disabilities is most needed. The information can be useful for both preservice and professional development of school leaders.
Students Empowering Students through Peer Mentorship: An Untapped Resource
Author: D'Souza, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Nursing Students,Nursing Education,Foreign Countries,Student Adjustment,Undergraduate Students,Peer Relationship,Advocacy,Leadership,Professional Identity,Committees

Peer mentoring (PM) builds connections and promotes academic excellence by supporting students transitioning into higher education. PM programs in nursing have also been reported to nurture nursing students' professional identities. Nursing students help their peers understand, critique, and resolve professional identity questions that arise throughout their undergraduate preparation. While a current PM committee within a Faculty of Nursing has successfully engaged the student body, it remains to be an untapped resource. Students with similar experiences can offer support regarding academics and provide valuable insight regarding the demands of the profession. An opportunity exists for peer mentors, mentees, and faculty members to become co-inquirers in exploring the nature of nursing and influence teaching and learning experiences in higher education. With students as drivers, PM has the potential to create a self-sustaining environment where strengthened and genuine student-teacher connections are privileged.
The Role of Authentic Assessment Tasks in Problem-Based Learning
Author: Koh, Kim
Date: 2019-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Assessment Literacy,Authentic Learning,Problem Based Learning,Teacher Educators,Preservice Teachers,Teacher Attitudes,Undergraduate Students,Facilitators (Individuals),Cooperative Learning,Foreign Countries

Problem-based Learning (PBL) has long been touted as an effective pedagogical approach in higher education to promote students' authentic learning. As a learner-centered pedagogy, PBL is characterized by students working collaboratively in small groups to solve messy, ill-structured problems that mirror real-world problems encountered by expert professionals in the field. Students are also expected to engage in self-directed learning. PBL instructors play a pivotal role as facilitators of learning. Authentic assessment is deemed to be a viable method in PBL-oriented courses because of its focus on realistic tasks that require students to solve worthwhile problems. This enables students to demonstrate what they know and can do like the professionals in the field. However, little is known about how instructors in higher education institutions perceive the importance of and their satisfaction in using authentic assessment in PBL-oriented courses. Specifically, how do they use authentic assessment tasks to promote assessment for learning and assessment as learning in PBL lessons? Both types of assessments can increase students' interests in learning and persistence on tasks, and help them develop professional competences, such as critical thinking, complex problem solving, creativity and innovation, effective communication, and collaboration. In this paper, we report on a self-study of instructors' perspectives of using authentic assessment tasks to develop student teachers' assessment literacy in a PBL-oriented assessment course.
Transforming a Volunteer Program into a Meaningful Experiential Learning Opportunity
Author: Trottier-Scully, Taylor
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Volunteers,Undergraduate Students,Graduate Students,Teaching Assistants,Program Development,Health Sciences,Clinical Experience,Service Learning,Job Shadowing,Extracurricular Activities,Reflection,Feedback (Response),Self Evaluation (Individuals),Learner Engagement,Foreign Countries

Through a previous review of high impact practices at our institution, we identified that health science students have very few opportunities to engage in experiential learning (EL) in the current curriculum. This paper describes our work to transform an existing volunteer opportunity at an allied health clinic, into a meaningful, student-driven, co-curricular EL opportunity. Specifically, we incorporated critical EL elements (i.e. reflection, feedback) into the existing volunteer program and developed five program specific learning outcomes (LO). We then tracked volunteers' self-selected participation in a variety of activities and collected volunteers' and practitioners' assessment of LO achievement. This paper presents LO data from the first offering of this EL opportunity and discusses the challenges we faced and lessons learned through this process so that it may inform other institutions considering implementing co-curricular EL opportunities.
Vignettes of the iGEM Experience: Student Partnerships toward Authentic Learning
Author: Mayall, Robert M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Authentic Learning,Teacher Workshops,College Faculty,Vignettes,Undergraduate Students,Alumni,Teacher Student Relationship,Mentors,Universities,Teamwork,Science Instruction,Individual Development,Program Descriptions,Design,Biology,Genetics,Work Experience Programs,Problem Solving

With the ever-increasing push towards authentic learning within post-secondary institutions, many approaches are being explored. One such method with a particular focus on real-world applications has been the International Genetically Engineered Machines (iGEM) competition program. At the University of Calgary, the iGEM program sees teams of undergraduate students tasked to develop a solution or product for an application of their choice in partnership with a faculty mentor. This paper presents the findings from an interactive workshop with postsecondary educators and a subsequent thematic analysis on vignettes collected from alumni of the University of Calgary iGEM program, focusing on how authentic learning was pivotal in their experiences. It was found that teamwork and science were recurring themes in the vignettes, while post-graduate life and personal growth supported the presence of authentic learning.
Voices and Insights: Using Student Voice to Understand and Address Mental Health Issues on Campus
Author: Squires, Vicki
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Participation,College Students,Mental Health,Health Promotion,Well Being,Campuses,Student Personnel Services,Communication Strategies,Holistic Approach,Foreign Countries

Campuses are becoming increasingly aware of the issues with mental health and well-being among students. This paper explores the context of mental health on campuses and examines the urgent issue of how to address this growing phenomenon. Institutions need to use a holistic perspective to view wellness, and the framework of multiple, interrelated dimensions of wellness may provide a structure to examine the strengths of services and programs provided on individual campuses, as well as help in the process of identifying gaps. In designing a holistic strategy, though, it is imperative that student voice is a fundamentally important piece of planning for the necessary supports for student well-being, including academic and non-academic programs and initiatives.
Using Social Stories™ on the iPad to Improve Classroom Behavior for Students with Autism Spectrum Disorder: A Pilot Study
Author: Bordoff-Gerken, Samantha
Date: 2021-04-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Elementary School Students,Story Telling,Autism,Pervasive Developmental Disorders,Males,Instructional Effectiveness,Attention,Student Behavior,Children,Motor Development,Cognitive Ability,Young Children

Reviews of the literature have confirmed that Social Stories™ can be an effective intervention for individuals with ASD. Recently, researchers have begun to investigate the presentation of Social Stories™ using technology, with results suggesting that Social Stories™ presented through technology are a promising avenue for practice and research. In this study, a multiple baseline across participants design was used with four male 7-9 year old students with ASD to determine whether an iPad-based Social Story™ would decrease the number of teacher redirects required by the participants in order to attend to a group lesson. Effect sizes were calculated using PND, PEM, and Tau-U. Results of these analyses generally indicated that overall that the intervention was effective, with the exception of PND for three participants; all other effect sizes indicate an effective or very effective treatment for all participants. Results indicate that iPad-based Social Stories™ can help decreasing the number of redirects required for students with ASD to attend to a group lesson.