ethanporcaro/eric-fulltext-meta huggingface dataset:
Written Corrective Feedback in IELTS Writing Task 2: Teachers&apos; Priorities, Practices, and Beliefs
Author: Pearson, William S.
Date: 2018-02-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Teaching Methods,Test Preparation,Language Tests,Private Schools,Foreign Countries,Essays,Writing (Composition),Teacher Attitudes,Language Teachers,Preferences,Mixed Methods Research,Semi Structured Interviews

Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing, are not well understood. In this exploratory case study, the feedback practices and beliefs of seven teachers at a private language institution in the United Arab Emirates were investigated to uncover how Task 2 feedback is undertaken. A mixed-methods design was adopted to investigate three aspects of teacher response to 104 Writing Task 2 practice compositions: (1) the textual features that teachers focused on; (2) error treatment and commentary techniques; (3) the perceptions and motivations underlying the practices identified. It was revealed that most corrective feedback was grammar-focused, while teachers' comments tended to relate to a learner's response to the task, as well as grammar. Feedback techniques varied noticeably in nature and scope, with a preference for 'appropriating' techniques such as direct correction of errors and prescriptive comments. It was concluded that teachers adopted idiosyncratic techniques and methods based on their experience, personal beliefs, and theories about feedback.
The Nexus of Accessibility and Pedagogy: What Every Online Instructional Designer Should Know
Author: Sokolik, Maggie
Date: 2018-02-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Web Sites,Usability,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Computer Software,Video Technology,Dyslexia

As a longtime instructional designer of online materials, the author has been concerned with issues of accessibility for many years. She dutifully tagged every image, wrote out every URL, avoiding &quot;click here&quot; links, and formatted material on the screen considering its layout and elegance. This article addresses the reasons why most of these practices were counterproductive, what the current state of the art in online accessibility is, and most of all, why making online materials accessible should be the concern of every designer and instructor.
A Regression Model Approach to First-Year Honors Program Admissions Serving a High-Minority Population
Author: Rhea, David M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Regression (Statistics),Honors Curriculum,College Freshmen,Admission Criteria,Minority Group Students,Hispanic American Students,African American Students,Standardized Tests,Scores,Predictor Variables,High School Students,Grade Point Average,Academic Achievement,College Readiness,White Students,Statistical Analysis

Many honors programs make admissions decisions based on student high school GPA and a standardized test score. However, McKay argued that standardized test scores can be a barrier to honors program participation, particularly for minority students. Minority students, particularly Hispanic and African American students, are apt to have lower standardized test scores than other ethnic groups according to the 2013 national ACT Profile Reports on &quot;Black/African American Students&quot; and &quot;Hispanic/Latino Students.&quot; Thus, honors programs that serve high-minority populations need to find new honors program solutions that will help their university community as well as encourage a high standard of academic excellence. While past research has questioned the usefulness of the standardized test in honors program admissions (Green &amp; Kimbrough; Khé), less attention has been given to honors program admissions standards that work to predict success in honors programs for underserved populations. The purpose of my study is to explore this topic further. My study uPrses stepwise regression analyses to find high school student and institution variables that predict college-level success in honors program admissions. This study adds to past research on admission standards, arguing for more quantifiable and holistic approaches to honors program admissions that reveal a likelihood of success in honors programs and college GPA. The results of this study introduce new variables worthy of future study on the topic of honors program admissions.
Valuing the Accreditation Process
Author: Bahr, Maria
Date: 2018-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Developmental Studies Programs,Professional Associations,Educational Benefits,Program Effectiveness,Educational Assessment,Evidence Based Practice,Decision Making,Self Evaluation (Groups),Data Collection,Data Analysis,Educational Planning,Benchmarking

The value of the National Association for Developmental Education (NADE) accreditation process is far-reaching. Not only do students and programs benefit from the process, but also the entire institution. Through data collection of student performance, analysis, and resulting action plans, faculty and administrators can work cohesively towards improving both the effectiveness of the program and student success. In addition, the program accreditation process reinforces institutional assessment by implementing data-driven decisions, a process supported by institutional accrediting agencies. This article briefly presents valuing the accreditation process.
First, Do No Harm
Author: Rushton, Lia
Date: 2017-00-00
Type: Journal Articles
Subjects: Colleges,Fellowships,Scholarships,Competition,Awards,College Graduates,Honors Curriculum,Interviews,College Students,Eligibility

When I was appointed fellowships advisor at UAB back in the late 1990s and before the formation of the National Association of Fellowships Advisors, as a first order of business I spoke with the university's few former winners and finalists about their experiences applying for nationally competitive scholarships. One such former applicant, now an accomplished professor who had graduated from our honors program a number of years prior, was evidently still haunted by his Rhodes interview as he told me about the questions he had been asked by and the answers he had given to his interviewers, answers that did not win him the scholarship. I met another former student and applicant who looked off into the distance--think Ajax's thousand-yard stare--when remembering the one interview question that stymied him so completely he knew he had begun to circle the drain. After those two conversations, I resolved that, regardless of whatever else I might accomplish in my role as advisor, I intended to make sure that no student would be scarred by the process. My mantra for the six years I held the position was &quot;Do no harm.&quot; It's a pretty good oath for fellowships advisors, I feel, to this day. Competing for a major award is difficult even for stellar students. Done well, the process is edifying and extraordinarily helpful not only for those who win but also for those who don't. Students who apply for prestigious national scholarships have, at minimum, a significant jumpstart on their graduate school plans and applications; more importantly, they have learned, through rigorous self-examination, about themselves and their values, interests, and career goals. Ample arguments and evidence for the positive and lasting value of competing for these major awards can be found in Suzanne McCray's edited compilations &quot;Beyond Winning: National Scholarship Competitions and the Student Experience and Nationally Competitive Scholarships: Serving Students and the Public Good&quot;.
Resilience, Reconciliation, and Redemption: An Initial Historical Sketch of Pioneering Black Students in the Plan II Honors Program
Author: Reddick, Richard J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,African American Students,Honors Curriculum,Equal Education,Racial Integration,Resilience (Psychology),Educational Environment,Student Recruitment,Educational Change,Educational History,Student Attitudes,Alumni,Semi Structured Interviews,Student Experience,Racial Bias,Coping,Qualitative Research,Court Litigation

From the inception of the integration of predominantly White institutions in higher education marked by &quot;Sweatt v. Painter&quot; in 1950, The University of Texas at Austin (UT Austin) has been a battleground for educational equity. The university continues to find itself at ground zero in the battle for race and equity in higher education and embroiled in the debate over affirmative action, first in &quot;Hopwood v. Texas&quot; (1996) and then in &quot;Fisher v. University of Texas at Austin&quot; (2013; 2016). For these reasons, UT Austin serves as a bellwether institution for public, predominantly White institutions (PWIs) when it comes to integration. The legal challenges, coupled with evidence of a challenging campus climate for students of color, reflect the kind of hostility recently reported at Michigan, UCLA, and other public flagship institutions such as Texas A&amp;M, where a group of visiting students from Dallas's Uplift Hampton Preparatory School were racially harassed and taunted by a group of White men and women who told them to &quot;go home&quot; (Heinz). As UT Austin continues to confront challenges in recruiting Black students and maintaining a supportive campus climate for students of color (Jaramillo &amp; Cannizzo), it is important to consider the ways in which the institution has and has not changed in the past sixty years. In addition, it is worth noting that although Black undergraduates began attending UT Austin in 1956 (albeit in small numbers), Black students did not graduate from the prestigious Plan II Honors Program until twenty years later.
Moving beyond GPA: Alternative Measures of Success and Predictive Factors in Honors Programs
Author: Mould, Tom
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Grade Point Average,Honors Curriculum,Alternative Assessment,Student Evaluation,Academic Achievement,Predictor Variables,Standardized Tests,College Applicants,Prior Learning,High School Students,High Achievement,School Holding Power,Majors (Students),Student Research,Educational Quality,Mentors,Recognition (Achievement),Awards,College Entrance Examinations,Multiple Regression Analysis,Least Squares Statistics

While studies of predictive factors for success in honors have been increasingly creative and expansive on what these factors might include, they have rarely challenged the dominant, virtually monolithic definitions of success. The majority of studies measure success either by collegiate grade point averages (GPAs) or retention rates in honors, which are often contingent on collegiate GPA. For years scholars have been calling for a more nuanced and robust definition of success, yet few have taken up the charge, presumably because such data are not readily available. GPAs and retention rates are easy to access and quantify. Tracking and quantifying other successes are more difficult but potentially invaluable in helping to better match students and programs. In the present study, we consider success according to a range of factors: national, local, and campus-wide academic awards; membership in honor societies; presentations at regional, national, or international academic conferences; peer-reviewed academic publications; graduate school attendance; job placements at the time of graduation; leadership roles in extracurricular activities; and faculty mentor assessment. This work suggests that while standardized tests may be marginally useful for making initial invitations to honors programs, high school GPA (HSGPA) is more useful for distinguishing success among high-achieving students. Further, HSGPA is at least somewhat predictive not just of collegiate GPA but also of program retention, success in the major, high-quality research, positive mentor evaluation, likelihood of invitation and admittance to national honors societies, and receiving awards. However, caution must be taken in using HSGPA to predict success in honors programs. The data indicate that the vast majority of the determinants of collegiate success result from factors that have yet to be measured by honors directors.
Black Excellence: Fostering Intellectual Curiosity in Minority Honors Students at a Predominantly White Research Institution
Author: Scott, Stephen C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Minority Group Students,Institutional Characteristics,African American Students,Honors Curriculum,College Students,Academic Achievement,Racial Identification,Racial Attitudes,Social Attitudes,Stereotypes,Ethnicity,Personal Narratives,Personality Traits,Study Abroad

As a recent alumnus of the West Virginia University Honors College, I recognize my honors experience as a multi-faceted, intellectual journey that pushed me academically, professionally, and personally to become the lifelong learner that I am today. As the only Black honors student in my graduating class, I was aware of my tokenism, especially in my honors courses, in the honors college office, in the honors learning center (testWELL Learning Center), and in university and honors college committee meetings, but I never let it bother me much. My peers misperceived me as an &quot;Oreo&quot;; my physical appearance was Black, yet my mannerisms and opinions were &quot;White&quot; to them. Again, that did not bother me because I felt at home among my honors college peers--until my senior year, when I took my first study abroad trip. After that trip, I experienced my first engagement with the Black community at the university and spent a semester unpacking my distorted understanding of African Americans in American history primarily through the mentorship of a remarkable Black woman. By the end of the semester, I understood the importance of correcting my White friends' sense of privilege, representing and advocating for my community in this elite academic space of honors, and paving the way for other Black students to succeed in higher education. My self-awakening came at a pivotal time in my life, and it sealed my interdisciplinary interest in law and education. As I have learned so far in law school, an individual who wants to change the status quo needs first to understand all the nuances and intricacies of an issue, so I address this essay to honors administrators--and other readers-- who need to understand how to effectively foster Black students' curiosity in honors. First, through the eyes of Black millennials, I define intellectual curiosity as Black Excellence and show the struggle and resilience of those who strive to be excellent. Next, I contextualize this struggle by analyzing national population statistics, enrollment data at four-year public research institutions, and student anecdotes about their educational experience. I continue by creating a foundational outline of the areas that honors colleges and honors programs can use to foster Black Excellence at their institutions, and finally I provide suggestions for honors colleges and programs to build upon the foundational outline and effectively foster Black Excellence.
The Strange Game of Prestige Scholarships
Author: Knox, John A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Scholarships,Honors Curriculum,Reputation,College Students,Educational History,Student Educational Objectives,Educational Practices

Honors programs, as home to the highest test scores and highest GPAs on many campuses (for reasons that are not particularly justifiable), can become assembly lines for prestige-scholarship applications and their dangling appendages, the applicants themselves. As honors programs become cogs in universities' PR machines, they decouple from their deeper and more important missions. In this article, the author discusses some disquieting conclusions he has reached about prestige scholarships through his own experiences as a candidate, as an advisor to multiple nominees, via personal and family knowledge of nearly twenty Rhodes Scholars ranging from the Class of 1910 to the Class of 2000, and during twenty years as a faculty member at two universities.
Slaves, &quot;Coloni,&quot; and Status Confusion in the Late Roman Empire
Author: Basta, Hannah
Date: 2017-00-00
Type: Journal Articles
Subjects: History,Slavery,Social Status,Social Class,Economically Disadvantaged,Foreign Countries,Marriage,Labor Force,Laws

From the dawn of the Roman Empire, slavery played a major and essential role in Roman society. While slavery never completely disappeared from ancient Roman society, its position in the Roman economy shifted at the beginning of the period called Late Antiquity (14 CE-500 CE). At this time, the slave system of the Roman world adjusted to a new category of labor. Overall, the numbers of slaves declined, an event that historian Ramsey MacMullen, drawing from legal debates and legislation of the period, attributes to the accumulation of debt and poverty among Roman citizens in the third century CE. One effect of this debt accumulation was that many free individuals sold themselves into an indentured state, particularly during the years 225-325 CE. In so doing, they counteracted the &quot;decline&quot; of slavery with a rapidly expanding body of laborers who were technically &quot;free&quot; but who occupied the social--and eventually the legal--status of slaves (Mac- Mullen, &quot;Late Roman Slavery&quot; 380). The slave's role in Late Antiquity has been the subject of many past interpretations. Although the later Roman world experienced a decrease in the overall number of slaves, the effect of this decrease was hugely significant in terms of the amount of status confusion it generated amongst the lower classes. Previous generalizations assert that the status of the free poor created somewhat of a semi-servile class. Scholars have recognized that among the slave population existed a great number of slaves who were neither captured in war nor born to slave mothers and so were wrongfully labeled as slaves. An example may be found in the Theodosian Code (CT), a codification of law compiled in 438 AD under the emperor Theodosius II. The law found in CT 5.9.1 explains that should a person raise an exposed child, a child cast out of its home, then that person is free to choose the status of that child, free or poor (109). This law indicates the number of people who counted as slaves but did not actually belong in such a category. Adding to the scholarly discussion of the diminishing status of the free poor in the Roman world, this current study investigates the significance of status confusion that this situation would have had within the lower classes. [This essay won the Portz Prize in 2016.]
An Overview of NADE Accreditation
Author: Ferguson, Jennifer
Date: 2018-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Academic Achievement,Demonstration Programs,Program Validation,Institutional Mission,Educational Objectives,College Applicants,Data Collection

Accreditation is a process by which programs demonstrate their academic quality; that is, they demonstrate that they are making decisions for programmatic changes based on: (1) a sound theoretical foundation; (2) clearly stated mission, goals, and objectives; (3) a comprehensive self-study and thoughtful use of best practices; and (4) consistent, systematic data collection and analysis (both baseline and comparative). This article is intended to provide an overview of the steps involved in achieving National Association for Developmental Education (NADE) accreditation.
Developing Citizenship through Honors
Author: Hester, Jacob Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Citizenship Education,Civics,Correlation,Role of Education,Curriculum,Skill Development,College Students,College Role,Social Change,Interdisciplinary Approach,Seminars,Group Discussion,Reflection,Writing (Composition),Debate,Language Skills,Verbal Ability,Hypothesis Testing,Learner Engagement,Student Surveys,National Surveys,Statistical Analysis

For decades, research has shown that higher levels of education correspond to increased interest in politics and civic engagement. Despite the vast amount of scholarly attention, why this link exists is still disputed. One theory about the connection is the civic education hypothesis, which claims that the causal link between education and civic engagement depends not only on the amount of education a person receives but also on the type of curriculum studied. For example, Hillygus argues that &quot;some courses are more likely than others to develop the skills fundamental to political participation&quot; (31). Similarly, Condon argues that the development of verbal skills is crucial to engaging in public affairs. Although every honors college functions uniquely within its institution, the University of Alabama (UA) Honors College has an explicit goal of developing &quot;agents of social change.&quot; At the heart of the honors experience are three-hour, interdisciplinary, honors seminars for no more than fifteen students. To graduate with honors, UA students must complete no fewer than six hours of seminar credit, but often students complete more. In contrast to the traditional academic lecture, the skills developed in a seminar are uniquely suited for the development and application of citizenship behaviors. In particular, UA honors seminars stress discussion, reflection, writing, and debate, providing students the opportunity to practice each behavior in a controlled environment. Through the seminar experience, honors students are expected to engage the skill sets that produce interest and competence in public affairs more frequently than non-honors students.
Demography of Honors: The Census of U.S. Honors Programs and Colleges
Author: Scott, Richard I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Faculty,College Students,Two Year Colleges,Institutional Mission,School Location,Census Figures,Online Surveys,Comparative Analysis,Statistical Analysis,Classification,STEM Education,Universities,Program Administration,Costs,Program Descriptions,Colleges,Academic Degrees,Institutional Characteristics

Beginning in 2013 and spanning four research articles, we have implemented an empirical analysis protocol for honors education that is rooted in demography (Scott; Scott and Smith; Smith and Scott &quot;Growth&quot;; Smith and Scott, &quot;Demography&quot;). The goal of this protocol is to describe the structure and distribution of the honors population, but instead of a focus on aggregates of students or faculty and staff, the educational institution is the unit of analysis. This organizational demography has answered many questions about the growth of honors throughout collegiate education over time (Smith and Scott, &quot;Growth&quot;); documenting infrastructural and programmatic differences between honors colleges and programs, and between those programs at two-year and four-year institutions (Scott); identifying the existence of all institutions offering honors education in the United States and how they are grouped by institutional mission and control (Scott and Smith); and mapping the location and regional affiliation of all honors programs and colleges in the United States (Smith and Scott, &quot;Demography&quot;).