ethanporcaro/eric-fulltext-meta huggingface dataset:
Needs, Barriers, and Support Systems for Refugee Students in Germany
Author: Streitwieser, Bernhard
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,College Students,College Preparation,Student Attitudes,Student Needs,Barriers,Academic Support Services,Student Personnel Services,Stress Variables,Language Skills,Coping,Trauma,Student Participation

This paper details the results of a study of 25 students of refugee background (SoRB) from Syria, Iran, Iraq, and Afghanistan at two technical universities of applied sciences in Berlin who were participating in preparatory courses to matriculate or were already engaging in their first semesters of study. The research shares what these refugee students feel they need in order to succeed in German higher education, and what they see as barriers. The data are organized around Baker, Ramsay, Irwin and Mile's (2017) analytical framework of hot (familiar-informal), warm (familiar-formal) and cold (unfamiliar-formal) sources of support. This study is relevant at a time of both a massification of participation in higher education leading to greater student diversification and the development of more holistic support for all students, and an increasing mood of political agitation in countries traditionally open to migration.
Ready for Recess? The Elementary School Teacher&apos;s Perspective
Author: Ramstetter, Catherine L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Recess Breaks,Elementary School Teachers,Teacher Attitudes,Teacher Student Relationship,Elementary School Students,Leaders,Grade 2,Grade 3

The purpose of this article is to promote a deeper, more complex understanding of the challenge that &quot;recess time&quot; poses to elementary school educators and to thereby understand the practices in which they are currently engaging. Because teachers are expected to shepherd students through a vast array of learning standards while remaining sensitive to their social, physical, and emotional well-being, decisions about who gets to participate in recess are made under great pressure. Also, teachers often correctly perceive that only limited resources are available to help them. After sharing what the authors have learned about teachers' perspectives, they discuss two examples of school initiatives that support teachers in managing classrooms while ensuring that recess remains part of every child's day. The aim of this article is for educational leaders working on this issue to see the necessity of engaging classroom teachers in the big-picture discussions about recess and related health and wellness policies.
Reading to Learn from the Start: The Power of Interactive Read-Alouds
Author: Wright, Tanya S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Literacy,Reading Skills,Early Childhood Education,Elementary Education,Reading Instruction,Vocabulary,Reading Strategies

Interactive read-alouds, where adults read text to children and facilitate discussion of the text, are an incredibly effective method for supporting children's literacy learning. In this article, Tanya Wright, an associate professor in the Department of Teacher Education at Michigan State University, describes some of the knowledge and skills that children must develop in order to become successful readers. Wright also shares evidence that read-alouds can support students in this learning. In other words, interactive read-alouds have the power to help children read to learn as they learn to read. Through interactive read-alouds, children can learn about the world, learn new vocabulary, learn about text and how text functions, and acquire a broad range of skills and strategies they will need as they become independent readers.
Pre-Primary Education Policy in Tanzania: Does It Meet the Educational Needs of Newly Naturalized Refugee Children?
Author: Ndijuye, Laurent Gabriel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Citizenship,Barriers,Educational Policy,Preschool Education,Access to Education,Language of Instruction,Fees,Educational Administration,Administrative Organization,Accountability,Curriculum,Student Needs

Over the past five decades Tanzania has hosted over two million refugees, about 200,000 of whom have been naturalized as Tanzania citizens. Children from this group face numerous challenges within the mainstream educational system. This paper considered education policy in Tanzania, with a specific focus on access to quality pre-primary education for children of naturalized refugees. It analyzes relevant policy documents published from 2006 -- the year before Tanzania started its latest refugee naturalization phase, to 2016. The 2014 Tanzania Education and Training Policy (ETP), the Pre-primary Curriculum, and the Pre-primary Schools Guide give the most focus to pre-primary education. Three National Five-year Development Plans considered all levels of formal education, except the pre-primary level. Findings revealed that policy documents articulate a commitment to providing equal educational opportunities for all people, regardless of their background, acknowledge existing problems with the educational system and make sensible recommendations. These include abolishing fees in all public schools; increasing flexibility in the choice and use of languages of instruction; decentralizing of program management and accountability; and, recommendations related to curriculum issues. However, the associated working documents do not suggest specific strategic and implementation plans to meet the intended goals, nor do they prioritize increasing educational participation for naturalized refugee children.
Spatial Thinking and STEM: How Playing with Blocks Supports Early Math
Author: Zimmermann, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Spatial Ability,STEM Education,Play,Toys,Preschool Education,Preschool Children,Skill Development,Active Learning,Problem Solving,Visualization,Informal Education,Learning Readiness,School Readiness

The last 15 years have witnessed a quiet revolution in the understanding of spatial skills, and the authors are finding that these all-important science, technology, engineering, and math (STEM) competencies are rooted in spatial knowledge. Spatial skills are the tools use to visualize and navigate the world. Spatial skills allows people to manipulate objects in their environment and in their minds. They allow people to compute and store relations between objects. Like gravity, these skills for granted, although they are use them all the time. Despite important research findings on the impact of early spatial and math learning on later academic success, many schools lack the knowledge, resources, and capacity to focus on STEM and spatial learning in developmentally appropriate ways. In this article, the authors propose that spatial learning and STEM should be taught as early as preschool. To build upon supporting children's learning through guided play, educators can incorporate project-based learning to encourage spatial and mathematical learning in the early years. Project-based learning is a teaching method where students gain knowledge and skills by working to investigate and respond to a complex problem, question, or challenge.
Refugee Experience and Transformative Learning
Author: Margaroni, Mary
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Social Influences,Political Influences,Experience,Religion,Gender Issues,Civil Rights,Transformative Learning,Social Bias,Minority Group Students,At Risk Students,Adolescents,Language Skills,Barriers,Cultural Differences,Adjustment (to Environment)

This paper uses the biographical method to investigate the contribution of the refugee experience in the process of transformation in young Afghan asylum seekers in Greece. It examines the participants' extremely adverse socio-political background in their country of origin; the marginalization that existed in the long-term intermediate refugee station, Iran; the arduous and perilous journey to the West and their experiences in their new host country Greece. What emerges is that the participants' initial frame of reference is problematic, in the sense that they can no longer function effectively in the new social environment (the host country). Thus, they learn a new frame of reference and there is a transformation of their wider mental habits. By means of a comparative reflective approach of old and new frames of reference and mentalities, the participants re-evaluate among other things, religion, gender and intergenerational relations, and generally the adoption of human rights as a prerequisite &quot;sine qua non&quot;, for the restoration of respect for human existence.
Refugees on Their Way to German Higher Education: A Capabilities and Engagements Perspective on Aspirations, Challenges and Support
Author: Grüttner, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Academic Aspiration,College Preparation,Barriers,Institutional Characteristics,Social Influences,Student Needs,Student Attitudes,College Faculty,School Counseling,Coping,Higher Education,Prior Learning,Student Characteristics,Academic Ability,Value Judgment,Persistence

In recent years, the number of new asylum applications in Germany has risen with a peak in 2015. Many refugees arrive with high levels of prior education and corresponding educational aspirations. Hence, German universities and preparatory colleges (so-called 'Studienkollegs') have created additional preparatory courses and supporting services for refugees. Heretofore, little is known about the specific challenges for prospective refugee students seeking access to higher education in the German context. We focus on key individual, social, and institutional conditions for integrating refugees into the German higher education system. How do prospective refugee students value higher education? What are the key challenges and supporting factors on their way to higher education in Germany? Our analysis is based on 17 exploratory interviews with prospective refugee students, staff of higher education institutions and counselling services. We combine educational sociology and refugee studies and rely on the capability approach and its close relation to the conception of agency to theorize our empirical findings. Reconstructing the challenges and coping strategies along with the key concepts of the capability approach reveals the different strategies of prospective refugee students to achieve their aspirations as well as the frustrating institutional limits of agency. Finally, we will discuss implications for higher education policy in Germany.
The Impact of Student-Centered Instruction on EFL Learners&apos; Affect and Achievement
Author: Kassem, Hassan M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Conventional Instruction,Teaching Methods,English (Second Language),College Freshmen,Instructional Effectiveness,Grades (Scholastic),Foreign Countries,Student Attitudes,Personal Autonomy,Student Motivation,Self Efficacy,Beliefs,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Grammar,Vocabulary,Literature

This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen's affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.
Tutorials for Integrating CAD/CAM in Engineering Curricula
Author: Ullah, AMM Sharif
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Assisted Design,Engineering Education,Tutorial Programs,College Curriculum,Computer Uses in Education,College Instruction

This article addresses the issue of educating engineering students with the knowledge and skills of Computer-Aided Design and Manufacturing (CAD/CAM). In particular, three carefully designed tutorials--cutting tool offsetting, tool-path generation for freeform surfaces, and the integration of advanced machine tools (e.g., hexapod-based machine tools) with solid modeling--are described. The tutorials help students gain an in-depth understanding of how the CAD/CAM-relevant hardware devices and software packages work in real-life settings. At the same time, the tutorials help students achieve the following educational outcomes: (1) an ability to apply the knowledge of mathematics, science, and engineering; (2) an ability to design a system, component, or process to meet the desired needs, (3) an ability to identify, formulate, and solve engineering problems; and (4) an ability to use the techniques, skills, and modern engineering tools that are necessary for engineering practice. The tutorials can be modified for incorporating other contemporary issues (e.g., additive manufacturing, reverse engineering, and sustainable manufacturing), which can be delved into as a natural extension of this study.
Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School
Author: Andrews, P. Gayle
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflection,Service Learning,Professional Development Schools,Learner Engagement,Partnerships in Education,Community Involvement,Faculty Development,Graduate Students,Doctoral Programs,Middle School Teachers,College School Cooperation,Principals,Assistant Principals,Library Personnel,School Counselors,Caseworkers,Social Work,Regular and Special Education Relationship,Scholarship

Universities engage students in traditional service-learning projects that often yield &quot;good feelings&quot;, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars' work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators--rather than for them--supported participants' critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators' research interests, work, and future directions.
A Community Based Participatory Approach to Training Young Adults to Design and Implement a Social Marketing Framed Lifestyle Intervention on Their College Campus
Author: Olfert, Melissa D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Adults,Intervention,Community Involvement,Participatory Research,College Students,Health Promotion,Physical Activities,Training

Background: Using a Community-Based Participatory Research (CBPR) approach may increase the likelihood of relevance and acceptability of the designed intervention, especially on a college campus. Furthermore, recruiting and training college students to design a social marketing framed healthy lifestyle intervention for their peers will allow the intervention to be tailored to the needs of the campus. Objectives: To describe the process of online-course training college students to develop a campus-based, social marketing health promotion intervention. Methods: Four universities recruited current college students (18+ y.o.) to develop a social marketing and environmental intervention (SMEI), which was completed during a 16-week, online/in-person hybrid semester course. Researchers and Extension professionals trained students to design 24 weeks of intervention events that would be implemented the upcoming year. Results: Seventy-eight students enrolled in the study and social marketing and environmental intervention course among the four intervention states (Florida = 30, South Dakota = 8, Tennessee = 13, West Virginia = 27); students were predominately Caucasian (65.8%), females (84.0%), and sophomore status in college (64.9%). Throughout the semester, students assessed their campus environments, set priorities, and developed weekly events and resources needed to implement the intervention on their campuses. By the end of the semester, with researcher support, students had designed 24 weeks of intervention events (marketing, recruiting, and implementation) focusing on nutrition/food/diet, physical activity, stress management, sleep, and time management. These events and resources were catalogued into a digital toolkit of instructions and activities for each week of intervention events. Conclusion: Using a Community-Based Participatory Research approach with college students interested in health allows for the development of an intervention that stems from grass roots efforts and is tailored to the acceptability and needs of their peers.
The English Textbook. Tensions from an Intercultural Perspective
Author: Nuñez-Pardo, Astrid
Date: 2018-00-00
Type: Journal Articles
Subjects: Textbooks,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Criticism,Trend Analysis,Cultural Pluralism,Doctoral Programs,Content Analysis,Textbook Preparation,Gender Discrimination,Ethnocentrism,Intercultural Communication,Communicative Competence (Languages),Sex Fairness

This review article addresses tensions, critiques and trends that are still latent in mainstream research on English textbooks that have looked at their intercultural aspects, which need to be explored from the perspective of critical interculturality to resist the instrumental, regulatory, homogenizing and commercial nature of textbooks developed by foreign and local publishing houses. The manuscript firstly elaborates on the textbook as an object of research; secondly, it discusses critical analysis of the content of textbooks; and thirdly, the text concludes by pondering critical interculturality, as a decolonial alternative, to make possible the construction of criteria of being, knowledge and power to orient the development of the English textbook, and move away from a de-contextualised textbook toward a desirable contextualised one. This article encompasses the state of the art supporting an ongoing research study on the English textbook from the perspective of critical interculturality that is being conducted within the doctoral programme in Education at Universidad Pedagógica and Tecnológica de Colombia (UPTC), conducted during 2015-2018, and supported by Universidad Externado de Colombia, Bogotá.
Adversative Discourse Markers in Kurdish Literary Texts
Author: Sabir, Paiman Hama Salih
Date: 2019-00-00
Type: Journal Articles
Subjects: Indo European Languages,Discourse Analysis,Language Research,Phrase Structure,Connected Discourse,Grammar,Novels,Taxonomy,Contrastive Linguistics,English,Classification

Discourse Markers are one of an uninvestigated aspect of language in old and modern Kurdish linguistics, that has not been given due attention, neither by native nor non-native researchers. On this ground, it is hoped that the present study sheds light on this almost entirely ignored aspect of the language and this study is meant to be a systematic treatment of this group of lexical items known as Discourse Markers (henceforth, DMs), more specifically one category of them; Adversative DMs. DMs are words, phrases and even clauses that enhance discourse coherence and are found in all languages, as tapped on by researches and investigations. Numerous terminologies are utilized to refer to such group of markers by different researchers in English and other languages, such as 'Discourse Particles, Cue Phrases, Small Words, Pragmatic Markers, Discourse Connectives… and even they are defined differently. It is postulated that DMs are meaningless and lay outside the domain of sentence structure. Likewise, lexical expressions that have different grammatical functions such as 'and, also, but, or, simultaneously, at the same moment …etc, can also function as DMs to connect the previous utterance with the upcoming discourse segment. The current investigation endeavors to answer certain specific questions: first, the extents to which DMs are operated in literary texts; second, discourse functions DMs implement. Thirdly, the word categories DMs are derived from, and to which extent Halliday and Hassan (1976)'s framework is applicable to Kurdish DMs? For achieving the aims, the researchers analyzed one of the contemporary novels of a famous novelist entitled &quot;Xezlenûs w Bâxekâni Xejâl.&quot; By applying Halliday and Hasan's (1976) framework and also by taking insights from Fraser (2009), DMs are categorized into different classes. One of which is Adversative DMs, which are the concern of the present study. For obtaining the frequency of each marker, the data are scrutinized manually, since there are no corpus analysis tools that can facilitate such measurements. The study concludes that Adversative DMs are frequently used in selected Kurdish literary texts and that they are similar to those found in English in terms of derived grammatical categories, taxonomy, and they have different characteristics in terms of form, position and discourse functions. Withal, it has been arrived that Adversative DMs are of different kinds analogous to those investigated in English by Halliday and Hassan (1976).
Assessing English-Translated Profiles of Chinese Companies: &quot;A Corpus-Based Comparative Study from the Perspectives of Lexical Features and Intersubjectivity&quot;
Author: Pan, Jiejing
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Translation,Computational Linguistics,Classification,Comparative Analysis,Corporations,Profiles,Grammar,Chinese,Language Variation,Language Usage,Intercultural Communication,Discourse Analysis,Second Languages

Based on the Communicative Action Theory, intersubjectivity theory and the interpersonal classification of metadiscourse, this study makes a comparison between the source texts and the English-translated texts of Chinese company profiles with a self-built parallel corpus, along the dimensions of lexical variation, lexical density, grammatical explicitation and metadiscourse use. The purpose of this study is to evaluate English-translated company profiles by examining the lexical features and intersubjectivity. The research findings are as follows. First, English company profiles show a lower degree of lexical variation and density and a higher degree of grammatical explicitation, and use more metadiscourse resources. Second, metadiscourse resources construct the intersubjectivity of company profiles by fulfilling the Universal Validity Claims required by communicative actions. Third, English-translated company profiles are much easier to understand, with a clearer logic and a higher degree of intersubjectivity.