ethanporcaro/eric-fulltext-meta huggingface dataset:
A Document Analysis Examining the Experiences of Muslim College Students at a Public University in the U.S. South
Author: Whitehead, Melvin A.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Muslims,Student Experience,Geographic Regions,Social Bias,Stranger Reactions,Resistance (Psychology),Presidents,Federal Legislation,Social Discrimination,Personal Narratives,Group Unity

Immigration, Islamophobia, and xenophobia have been subjects of much public discourse for decades. However, the recent re-emergence of nationalist populism in the U.S. and western Europe and the refugee crises in Syria have arguably brought a more intense focus on Muslim individuals and immigrants, particularly in light of President Trump's issuance of Executive Order No. 13769 in January 2017. Although the original travel ban has since been struck down in courts, the travel ban signaled to many a move to further stigmatize Muslim individuals. The authors conducted a document analysis to understand the collegiate experiences of Muslim college students in the U.S. South, as reported by a student newspaper, and how these experiences have changed since the issuance of Executive Order No. 13769. Findings revealed four themes: hostile climates for students with minoritized identities; support and lack of support from institutional agents; the utilization of counterstories, acts of resistance, and solidarity; and the specific impact of the executive order. We conclude with implications for practice for supporting Muslim students and areas for further study.
A Longitudinal Examination of Study Abroad: Student Characteristics and Psychological Health Associations
Author: Maultsby, Katherine D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Study Abroad,Student Characteristics,Mental Health,Gender Differences,Student Organizations,Majors (Students),Personality Traits,Well Being,Stress Variables,Depression (Psychology),Predictor Variables,Student Participation

The present study examined traits associated with studying abroad and how study abroad is related to psychological health in a sample of 612 college students over their first three years of college. Individuals who were female, a Fraternity/Sorority member, a non-STEM major, and who had high sensation seeking were more likely to study abroad. While abroad, students reported less stress and depression, and higher positive affect than students who were not abroad and compared to before and after going abroad. Results suggest that study abroad has psychological benefits; however, not all students have the same likelihood/ability to participate.
Examining the &quot;Amenities Arms Race&quot; in Higher Education: Shifting from Rhetoric to Research
Author: McClure, Kevin
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Facilities,Resource Allocation,Literature Reviews,Ancillary School Services,Leisure Time,College Students,Student Recruitment

This article provides an analysis of published writing on amenities in higher education with the goal of bringing order to the voluminous information and helping to advance research. It examines over 40 articles and books to answer four interrelated questions: 1) How are amenities defined in the context of higher education? 2) How are amenities measured and what trends are discernible? 3) What are rationales and possible consequences of amenities? and 4) What questions remain unanswered and merit researchers' attention? Findings of the analysis provide a working definition of amenities in higher education and reveal significant shortcomings in our knowledge of the topic. These shortcomings make it difficult to substantiate claims that colleges and universities are engaged in an &quot;amenities arms race&quot; and identify numerous areas for future research.
Navigating Organizational Culture in the Job Search
Author: Boettcher, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Organizational Culture,Job Search Methods,Job Applicants,College Graduates,Graduate Students,Navigation,Employment Interviews,Collegiality,Values,Administrative Organization,Social Justice

Researchers have examined the transitional issues recent student affairs master's graduates face in their first year on the job (Renn &amp; Hodges, 2007). What remains missing is how these graduates navigate issues of institutional culture before they are hired -- during the job search. This study focused on filling that gap and identified relationships and congruence with personal philosophy and goals as key themes for job seekers.
Achievement Goals and Learning Approaches in the Context of Social Studies Teaching: Comparative Analysis of 3x2 and 2x2 Models
Author: Üztemur, Servet
Date: 2020-08-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Strategies,Social Studies,Comparative Analysis,Goal Orientation,Models,Middle School Students,Foreign Countries,Public Schools,Predictor Variables

This paper aims to determine the predictive relationships between achievement goals and learning approaches in the context of social studies teaching and to compare the goal orientation models (3x2, 2x2) in the context of their relationships with learning approaches. The study utilized the multi-factorial predictive correlational design. The study sample consists of 259 middle school students, who were selected by simple random sampling technique, studying in public schools in the central districts of Manisa, a province in the west of Turkey, in the 2018-2019. academic year. The data were collected by means of &quot;Social Studies Oriented Achievement Goal Scale&quot; and &quot;Social Studies Learning Approaches Scale&quot;. The study concludes that learning achievement goals positively predict deep learning approaches but negatively predict surface learning approaches. Also, performance-goal orientation negatively predicts deep learning approaches but positively predicts surface learning approaches. Compared to the 3x2 model, the 2x2 achievement goal model showed a better fit with the data in explaining the relationships between achievement goals and learning approaches. Findings revealed the complex structure of achievement goals specific to the subject area. The results of the research were discussed in the context of the effects of achievement goals on the learning process.
Investigating Computational Thinking Skills Based on Different Variables and Determining the Predictor Variables
Author: Sirakaya, Didem Alsancak
Date: 2020-08-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Predictor Variables,Gender Differences,Individual Differences,Student Attitudes,Scientific Attitudes,Handheld Devices,Technological Literacy,Middle School Students

This study aimed to determine how secondary school students' computational thinking skills changed according to gender, technology use i.e. mobile device ownership, technology competence, daily technology use periods, attitude towards science and attitude towards math. In addition, the relationships between these variables was determined in this study. The research, which was carried out with the participation of 722 secondary school students, was conducted with relational survey model. Convenience sampling method was used to determine the participants. Computational thinking scale, attitudes towards science scale and attitudes towards mathematics scale were used in the study as data collection tools. Descriptive statistics, independent samples t-test, single factor analysis of variance (ANOVA) and multiple regression analysis tests were used in this study. According to results, while computational thinking skills did not significantly differ according to gender; there was a significant difference in computational thinking skills according to mobile device ownership, technology competence, daily technology use periods, attitudes towards science and attitudes towards math. Three of the four models developed as a result of hierarchical regression analysis were found to be statistically significant. Accordingly, it can be argued that attitudes towards science, attitudes towards math and mobile device ownership are important predictors of computational thinking.
Is It Worth Flipping? The Impact of Flipped Classroom on EFL Students&apos; Grammar
Author: Al-Naabi, Ishaq Salim
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Grammar,Student Attitudes,Teaching Methods,College Students,Video Technology,Homework,Program Effectiveness,Foreign Countries

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners' grammar and to examine students' perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students' understanding and usage of English grammar. Students' perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research.
Promoting Thai EFL Learners&apos; Ability to Self-Correct Errors in Written English Sentences through Games
Author: Sermsook, Kanyakorn
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Error Correction,Sentences,Writing Skills,Game Based Learning,Student Attitudes,Learning Motivation,Instructional Effectiveness,Interaction,Self Management,Writing Instruction,Undergraduate Students

Games have been widely accepted as an effective tool for language learning. They help learners achieve better learning outcome and create a learning atmosphere which contribute to learners' learning. The present study, hence, employed games to help EFL learners write better in English. In the present study, games were used to encourage Thai EFL learners to self-correct errors found in their English sentences. After five weeks of learning with games, the learners' ability to self-correct errors was observed. Their posttest average score ([x-bar] =18.65, S.D.=6.05) was higher than the pretest one ([x-bar] =13.58, S.D.=6.45). The results from the paired samples t-test indicated a statistically significant difference at the 0.01 level which meant that games helped promote this group of learners to self-correct errors in written English sentences. Furthermore, the learners reported that they enjoyed English writing classes with games because they motivated them to learn English in a relaxing class. The learners' good interaction and collaboration were also observed during the games. The findings from this study imply that games should be incorporated in language classes for learners' positive learning outcome.
An Activity for Gifted and Talented Students to Learn the Concept of Keystone Species
Author: Üçüncü, Göksen
Date: 2020-08-00
Type: Journal Articles
Subjects: Concept Teaching,Academically Gifted,Early Adolescents,Foreign Countries,Environmental Education,Creative Thinking,Logical Thinking,Active Learning,Instructional Effectiveness,Ecology,Architecture,Structural Elements (Construction),Manipulative Materials,Scientific Concepts,Group Activities,Associative Learning,Gifted Education,Talent Development

In this study, it is aimed to design an analogy-oriented activity to be used in teaching the concept of keystone species to students. The study was carried out with 25 gifted and talented students aged between 10 and 14 who were registered to the Science and Art Centers around in Turkey ( Istanbul, Izmir, Ankara, Antalya, Mugla, Manisa, Balikesir, Kayseri). This research was intended for these students to associate the concept of keystone species in environmental education using creative thinking skills with the help of a model. The study can be described as a special case study aiming to produce conclusions about a situation. With the designed activity, it was also aimed to contribute to the learning of the concept of keystone species in a meaningful fashion through carrying out analogy work with the keystone in architectural structures. The results of the activity were evaluated with open-ended questions that the students answered to. It was observed that the students could explain the concept of keystone species by associating it with the keystone used in architecture in line with the definition of the concept. Considering the results of this study, it can be said that gifted and talented students generated an analogy for the keystone species. The designed activity was evaluated at the end of the study in environmental education courses in terms of its applicability. It was found that the developed activity was applicable as it enabled the active participation of the students.
The Benefits and Challenges of Peer Mentoring in a Professional Development Opportunity Based on the Assessment, Evaluation, and Research Competencies
Author: Baumgartner, Lisa M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,Professional Development,Assessment Literacy,Research Skills,Student Personnel Workers,Perspective Taking,Barriers,Affordances,Competence,Public Colleges,Graduate Students,Cooperation,Role Conflict,Scheduling,Meetings

We explored the benefits and challenges of peer mentoring for student affairs professionals who are learning about assessment. Participants benefited from gaining a different perspective, mentoring, and being mentored. Respondents reported that role issues and fewer meetings over time were challenges. Findings have implications for training student affairs professionals.
&quot;I Feel Like They Are All Interconnected&quot;: Understanding the Identity Management Narratives of Autistic LGBTQ College Students
Author: Miller, Ryan A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Autism,Pervasive Developmental Disorders,LGBTQ People,Disadvantaged,Self Disclosure (Individuals),Student Attitudes,Barriers,Constructivism (Learning),Grounded Theory,Graduate Students,Undergraduate Students,Personal Narratives,Sexual Identity,Educational Experience,Vignettes,Sexual Orientation,Social Bias,Sense of Community

Research on both autistic and LGBTQ college students has uncovered themes of marginalization, selective disclosure, and efforts to build community and resist oppression. However, little work has focused on autistic LGBTQ college students and how they understand and manage their multiple identities. To address this gap, we used narrative inquiry to understand how eight college students who identified as both autistic and LGBTQ navigated higher education. We used the reconceptualized model of multiple dimensions of identity as a framework to understand how students made sense of their identities. Our findings indicated these students prioritized salient identities based on context, managed the visibility of identities, and expressed challenges in participating in LGBTQ and/or autistic communities.
Is That a Gun in Your Pocket? Dilemmas of Student and Academic Services Professionals in a Campus Carry State
Author: Somers, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Weapons,Universities,Campuses,School Policy,Court Litigation,Self Determination,Women Faculty,Student Personnel Workers,Counselor Attitudes,State Policy,Epistemology,Fear,School Safety,Laws,Faculty Development,Institutional Characteristics,Competition,College Students,Professional Autonomy,Disadvantaged

Concealed campus carry is the subject of both popular discussion and academic scholarship. For almost a decade, the University of Texas at Austin (UT) has been the site of the debate over campus carry during a prolonged legislative battle and an implementation marked by pro- and anti-gun protests, various Texas attorney general's opinions, and lawsuits. Using self-determination theory (Deci &amp; Ryan, 2000), this article presents the results from in-depth interviews with 32 women professionals in academic and student services at UT about how campus carry affects their personal and professional lives. Because of their daily interactions with students, these professionals have been at the forefront of implementing state and campus gun policies. Their experiences can inform the development of campus carry law, policy, and implementation at other universities
Individual and Organizational Culture Predictors of Voluntary Participation in Training and Development Activities among Student Affairs Professionals
Author: Adams-Manning, Andrea
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Culture,Predictor Variables,Professional Development,Student Personnel Workers,Participation,Professional Autonomy,Individual Characteristics,Public Colleges,Private Colleges,Job Training,Work Environment,Administrative Policy,Barriers,Incentives,Employee Attitudes

Staff participation in professional development is critical for the success of divisions of student affairs and institutions of higher education at large. However, mandating participation can lead to adverse effects and hostile workplace climates. This study examined what individual and organizational culture factors predicted participation in voluntary professional development activities among 354 student affairs professionals at 14 public and private higher education institutions. Implications for higher education leadership and recommendations for best practice are discussed.
Student Affairs Professionals&apos; Self-Reported Professional Development Needs by Professional Level
Author: Grabsch, Dustin K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development,Educational Needs,Student Personnel Workers,Student Personnel Services,Graduate Study,Competence,Professional Associations,Graduate Students,Student Attitudes,Counselor Attitudes,College Faculty,Teacher Attitudes,Administrator Attitudes

With the 2015 update to the professional competencies document for the student affairs profession, the necessity exists to explore the professional development needs in each of the ten competency areas. This study investigates student affairs professionals' survey responses to determine their self-reported needs for professional development based on the ACPA [American College Personnel Association]/NASPA [National Association of Student Personnel Administrators] professional competency areas. Specifically, we reviewed the data by professional level (i.e. entry, mid-level, etc.). Findings reveal some competency areas of inconsistency and other clear needs for professional development and emphasis in graduate preparatory programs.
Student Veteran Perceptions of College-to-Career Transition
Author: Robertson, Heather C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Veterans,Student Attitudes,Career Readiness,Adjustment (to Environment),Transitional Programs,Self Esteem,Veterans Education,Life Satisfaction,College Students,Correlation

The college-to-career transition of student veterans is challenging. Employers hold misconceptions of veteran employees, such as inflexibility or rigidity, while veterans struggle to demonstrate their skills to an employer (Davis &amp; Minnis, 2017). There is research on the military-to-college transition process, primarily on the academic adjustment of college student veterans (Bauman, 2009; Burnett &amp; Segora, 2009; Darcy, Swagger, &amp; Cordiero Ferreira, 2018; Green &amp; Hayden, 2013; Kirchner, 2015; Rumann &amp; Hamrick, 2010; Wheelus &amp; Boes, 2015). Research on college-to-career transition process of college student veterans is limited, and focused on career decision making (Hayden, Ledwith, Dong, &amp; Buzzetta, 2014; Ryan, Carlstrom, Hughey, &amp; Harris, 2011). To examine the college-to-career transition process, we surveyed student veterans (N = 141) to examine career transition resources and barriers, in relation to their overall life satisfaction. We found that student veterans' confidence and readiness for the college-to-career transition correlated to overall life satisfaction. We provide strategies to assist individuals working with student veterans during the career transition process, and advocate for career-transition research focused on student veterans.
Student Conduct Administrative Professionals: Relationships between Professional Identity, Training, Skills and Experience
Author: Glick, Brian
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Behavior,Administrators,Student Personnel Workers,Professional Identity,Job Training,Job Skills,Specialization,Tenure,Criteria,Professional Continuing Education,Professional Associations,Group Membership,Conflict Resolution,Investigations,Laws,Knowledge Level,Discipline,Competence

A diverse sample of 329 student conduct administrators, holding at least a Master's degree, participated in a study to explore whether their level of specialized training, their need to stay up-to-date on current trends, and mastery of specific skills sets met the necessary criteria to determine whether student conduct administration could be considered an independent and unique profession. Also explored was the relationship between tenure on the job and mastery of skills.
Critically Question &apos;Questions on Critical Thinking&apos;
Author: Li, Yingjie
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Second Language Instruction,Foreign Countries,Critical Thinking,Textbooks,Thinking Skills,Teaching Methods,Questioning Techniques,Comparative Analysis,Skill Development,College Students

This paper explores whether the open-end questions, which are constructed to develop critical thinking (CT) in China's English textbook, are effective. All the 405 questions are examined and categorized into non-CT group and CT group, which includes lower-stage CT and higher-stage CT. Findings reveal that most of them fall into non-CT group, therefore ineffective to enhance CT. Some of them are non-text based. Others are unjustifiable. Still others are not hierarchically distributed. Corresponding modifications are then suggested for the improvement of ineffective questions. It enlightens later researchers with the conclusion that effective questions should be text-based, text-justified, integrated with a reader's own judgment and hierarchically distributed.