ethanporcaro/eric-fulltext-meta huggingface dataset:
Functions of Turkish Complementary Schools in the UK: Official vs. Insider Discourses
Author: Çavusoglu, Çise
Date: 2014-08-00
Type: Journal Articles
Subjects: Foreign Countries,Community Schools,Cultural Education,Native Language Instruction,Participant Observation,Interviews,Position Papers,Parent Attitudes,Teacher Attitudes,Student Attitudes,Educational Practices,School Effectiveness,Minority Group Students,Neoliberalism,Educational Objectives,Institutional Mission,Fidelity,Discourse Analysis,Underachievement,Parent Education,Social Capital,Cultural Capital,International Schools,Ethnography,Qualitative Research,Elementary Secondary Education

Complementary schools in the United Kingdom (UK) are community organised schools with the general aim of teaching younger generations their &quot;native&quot; languages and cultures. However, the aims and practices of these schools are predominantly dependent on changes in the social and political contexts both in the host country (in this case the UK) as well as in the respective &quot;home&quot; countries of these children. This study focuses on one such Turkish complementary school in London, aiming to describe and analyse the functions of these schools more broadly, by means of a variety of perspectives and using a social constructivist approach. Data collected from official documents, participant observations, as well as interviews with parents, teachers, students and organisers of the schools, were analysed, focusing on the emerging themes in relation to the functions and practices of the schools. The analysis revealed that the official discourses, which stress the issue of underachievement amongst young people from Turkish speaking backgrounds in the UK, differ strikingly from the participants' perceptions of the functions of the school, as well as the actual teaching and learning practices found there. This discrepancy is attributed to trends in current neo-liberal educational discourses and the discourses surrounding ethnically-oriented educational provisions in the UK.
The Effects of Teacher Behaviors on Students' Inclination to Inquire and Lifelong Learning
Author: Loes, Chad N.
Date: 2012-07-00
Type: Journal Articles
Subjects: Lifelong Learning,Teacher Behavior,Inquiry,Intention,College Freshmen,Teacher Effectiveness,Student Characteristics,Institutional Characteristics,Behavior Rating Scales,Predictor Variables,Teacher Expectations of Students,Classroom Techniques,Course Organization,Feedback (Response),Student Evaluation of Teacher Performance,Student Surveys,Statistical Analysis

This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students' inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences, teacher organization was positively associated with gains in students' Need for Cognition, while instructor clarity, classroom challenge/high expectations, and prompt feedback resulted in gains in both Need for Cognition and Positive Attitudes Toward Literacy. Lastly, it appears that the influence of teacher support on students' Need for Cognition is conditional by level of tested academic preparation.
Improving the Development of Student's Research Questions and Hypotheses in an Introductory Business Research Methods Course
Author: Strangman, Lauria
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Research,Research Methodology,Questioning Techniques,Hypothesis Testing,Methods Courses,Business Administration Education,Research Skills,Skill Development,Instructional Effectiveness,Scoring Rubrics,Statistical Significance,Outcomes of Education,Majors (Students),College Students,Scores,Statistical Analysis

In an introductory research methods course, students often develop research questions and hypotheses that are vague or confusing, do not contain measurable concepts, and are too narrow in scope or vision. Because of this, the final research projects often fail to provide useful information or address the overall research problem. A Lesson Study approach was used to develop a new lesson that models the development of research questions and hypotheses and provides multiple opportunities for students to practice this skill. Two tools were also developed to help students navigate this process, and the learning outcomes of the lesson were clearly defined. To assess the effectiveness of this lesson 122 research proposals generated by student research teams before and after implementation of the new lesson were evaluated using a grading rubric based on the learning outcomes. There were statistically significant improvements in three of the five learning outcomes.
Promoting Research to the Masses: Assessing the Impact of a Poster Walk
Author: Adkins, Denise R.
Date: 2012-07-00
Type: Journal Articles
Subjects: Public Speaking,Student Research,College Students,Child Development,Research Skills,Literature Reviews,Knowledge Level,Outcomes of Education,Learner Engagement,Hypothesis Testing,Surveys,Pretests Posttests,Statistical Analysis,Recall (Psychology)

Poster sessions are often used to educate communities. In this paper, we describe a project in which students summarized research findings on child development issues in poster form and showcased their work to the campus community. Through a variety of assessments, we show that poster walk participants not only enjoyed the event but also became more knowledgeable about child development issues.
Multitasking in the University Classroom
Author: Burak, Lydia
Date: 2012-07-00
Type: Journal Articles
Subjects: Behavior Problems,Student Behavior,College Students,Risk,Classroom Environment,Addictive Behavior,Electronic Mail,Computer Mediated Communication,Learning Processes,Mass Media Use,Mass Media Effects,Social Media,Grade Point Average,Correlation,Surveys

Although research evidence indicates that multitasking results in poorer learning and poorer performance, many students engage with text messaging, Facebook, internet searching, emailing, and instant messaging, while sitting in university classrooms. Research also suggests that multitasking may be related to risk behaviors. This study's purpose was to describe the multitasking behaviors occurring in university classrooms and to determine relationships between multitasking and risk behaviors. Surveys assessing multitasking, grades, and risk behaviors were completed by 774 students. Results show that the majority of students engage in classroom multitasking, which is significantly related to lower GPA and an increase in risk behaviors.
Fostering Ecological Citizenship: The Case of Environmental Service-Learning in Costa Rica
Author: Kelly, Jennifer Rebecca
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Ecology,Service Learning,Environmental Education,Experiential Learning,Citizen Participation,Citizenship Responsibility,Interviews,Student Journals,Student Surveys,Learning Experience,Beliefs,Norms,Teaching Models,Mixed Methods Research,Undergraduate Students

The intent of this study was to explore how experiential education fosters ecological or environmental citizenship. In this context, we investigated the impact of international environmental service-learning in a college course. Specifically our research question was does environmental service-learning have an effect on ecological citizenship? Using a multimethod approach of both qualitative and quantitative instruments our study drew on 13 participant interviews, 19 student journals and 10 survey responses. Employing variables from the Value-Belief-Norm Theory our findings suggest that environmental service-learning experiences impact both awareness of environmental consequences and personal normative beliefs. We conclude that ecological citizenship was indirectly impacted through these social psychological predicators. Results of this study provide environmental educators with some important insights while implications of this study indicate the need for further research into experiential education and especially environmental service-learning as a means to encourage this type of citizenry.
Efficiency in Assessment: Can Trained Student Interns Rate Essays as Well as Faculty Members?
Author: Cole, Tracy L.
Date: 2012-07-00
Type: Journal Articles
Subjects: Scoring,Interrater Reliability,Essays,Undergraduate Students,Scoring Rubrics,Validity,Outsourcing,Internship Programs,College Faculty,Graduate Students,Bias,Training,Accuracy,Questionnaires

What are the most efficient and effective methods in measuring outcomes for assurance of learning in higher education? This study examines the merits of outsourcing part of the assessment workload by comparing ratings completed by trained student interns to ratings completed by faculty. Faculty evaluation of students' written work samples provides the most detailed, actionable data useful for improving the curriculum. While this approach may be efficacious, it is also labor-intensive. Both the faculty and student interns were trained to use a scoring rubric developed for this assessment to rate undergraduate student essay responses to an ethical reasoning scenario. The convergent validity, discriminant validity, and source bias showed no significant difference between the values for the student raters versus those for the faculty raters. These findings support the hypothesis that trained student interns can do as well as faculty at evaluating undergraduate student work samples.
The &quot;Facebook&quot; Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking
Author: Hurt, Nicole E.
Date: 2012-07-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Computer Mediated Communication,Social Media,Academic Discourse,Interpersonal Communication,Pretests Posttests,Introductory Courses,Comparative Analysis,Student Surveys,Learner Engagement,Opinions,Attitude Change,Preferences,Electronic Learning,Likert Scales,Statistical Analysis,Integrated Learning Systems,Familiarity,Usability,Outcomes of Education,Quasiexperimental Design,Qualitative Research,Delphi Technique

Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students' (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, post-course analysis revealed significant changes in students' opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site's familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse.
Personal Reflection: An Early Introduction to SoTL and the Shaping of an Academic Career
Author: McGrath, April L.
Date: 2012-07-00
Type: Journal Articles
Subjects: College Faculty,Personal Narratives,Teacher Attitudes,Feedback (Response),Teaching Methods,Doctoral Programs,Graduate Students,Career Development,Faculty Development,Scholarship

This personal reflection describes my development as a professor engaged in SoTL, describing the path from an unsure graduate student to an early career faculty member working at an undergraduate university dedicated to excellence in teaching. I was introduced to SoTL at the beginning of my doctoral program and received the necessary support to pursue my research interests in the area of writing and feedback. The mentoring provided by a faculty member during that time ensured that I followed through on my first SoTL research project. Since then, support from a SoTL program at my current institute has allowed me to learn more about SoTL and to take my research in different directions, all the while keeping student learning at the centre of my inquiries.
Analysis of the Effectiveness of Traditional versus Hybrid Student Performance for an Elementary Statistics Course
Author: Kakish, Kamal M.
Date: 2012-07-00
Type: Journal Articles
Subjects: Conventional Instruction,Blended Learning,Academic Achievement,Statistics,Undergraduate Students,Comparative Analysis,Outcomes of Education,Open Enrollment,Mathematics Education,Instructional Effectiveness,Multivariate Analysis,Hypothesis Testing

This paper investigates the performance of students enrolled in traditional versus hybrid Elementary Statistics courses at Georgia Gwinnett College (GGC). For this study, we collected and analyzed student performance data for the course goals over the spring semester of 2011. GGC is unique as it is an open access undergraduate institution, which has experienced rapid growth since its recent foundation in 2006. This presents a distinct challenge because there is a diverse student population, with various degrees of mathematical knowledge and learning capabilities. Based on the results of our findings, we have discovered that there is no significant difference between the performances of the two groups.
Use of Learner-Centered Instructional Strategies in Higher Education: Doctoral Student Assessments
Author: Browne-Ferrigno, Tricia
Date: 2012-07-00
Type: Journal Articles
Subjects: Doctoral Programs,Student Evaluation,Teaching Methods,Educational Strategies,Adult Learning,Active Learning,Doctoral Dissertations,Learner Controlled Instruction,Group Activities,Cooperative Learning,Communities of Practice,Academic Persistence,Transformative Learning

Based on multiple sources, this article concludes that, when learner-centered instructional strategies are used with doctoral students, these adult learners take charge of their individual and collective learning, become accountable for both, and enhance their ability to transfer learning to practice. The students studied skills of developed teams in advance of their group-conducted dissertation research first by engaging in team-development activities, then by conducting group-constructed pilot studies, and finally by collaboratively authoring related conference papers. These student-centered activities sought to ensure that the doctoral students could work together to conduct and complete their degree ending, team-conducted dissertation research.
Identifying and Integrating Relevant Educational/Instructional Technology (E/IT) for Culturally and Linguistically Diverse (CLD) Students with Disabilities in Urban Environments
Author: Brown, Monica R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Disabilities,Student Diversity,Cultural Differences,Language Usage,Technology Integration,Educational Technology,Technology Uses in Education,Urban Schools,Access to Computers,Shared Resources and Services,Financial Support

The aim of this manuscript is to address the significant void in the literature related to technology integration for culturally and linguistically diverse (CLD) students with disabilities living in urban communities. Given that the vast majority of CLD students attend school within urban districts, the focus of this article is to (a) identify and address the challenges students and educators encounter with technology integration in urban environments, (b) deconstruct the discrepancy between the need and the ability to implement AT and I/ET in urban school settings, and (c) identify and provide relevant resources and recommendations for educators working in urban school districts who have limited access to I/ET.
Implementing and Monitoring the Response to Intervention Process: The Special Educator Perspective
Author: Gates, Leigh K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Response to Intervention,Special Education Teachers,Teacher Attitudes,Mixed Methods Research,Program Implementation,Progress Monitoring,Faculty Development,Fidelity,Teacher Role,Educational Change,Teacher Surveys,Teaching Skills,Interviews,Observation,Teacher Responsibility,Change Strategies,Teacher Improvement,Program Effectiveness

As a result of the varied implementation of Response to Intervention (RTI) and uneven occurrence of professional development, special education teachers struggle to adapt to new roles and responsibilities. The purpose of this mixed methods study was to explore the role of special education teachers in implementing and monitoring RTI, the role change of special education teachers as a result of RTI, and the professional development required to support special education teachers implementing RTI. The results suggest a need for greater collaboration between general and special educators in the areas of implementation, fidelity monitoring, and professional development.
Nature and Causes of Locomotor Disabilities in India
Author: Halder, Santoshi
Date: 2013-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Disabilities,Foreign Countries,Diseases,Semi Structured Interviews,Poverty,Nutrition,Hygiene,Illiteracy,Sociocultural Patterns,Parent Background,Prevention,Parent Attitudes,Teacher Attitudes,Prenatal Influences,Mothers,Medical Services,Physical Mobility,Statistical Analysis

A large proportion of disability around the world is preventable. Levels of disability in many poor countries can be reduced by achieving the international development targets for economic, social and human development. In this paper, the author studied the different contributory and causative factors of locomotor disability, disease states and the significance of poverty in relation to disability in Eastern part of India. Final data were collected from 200 people with locomotor disability by personally visiting each individual and their family at their home or institutes on the basis of personal interviews, discussions with them, their parents and teachers. Data were collected by situational sampling technique and tools used for the study were General information schedule (GIS) and Semi-structured interview schedule. The study revealed that various diseases which resulted in locomotor disability in some way were related to poverty. The nature and causative factors for various diseases which resulted in locomotor disability are malnutrition, unhygienic condition in the pre-natal and postnatal period of the mother as well as carelessness of the medical practitioners. Among the other associated significant indirect causes has been found to be illiteracy, ignorance of the parents, and various socio-cultural issues. However, general improvements in living conditions will not be enough but an integrated and specific steps are required for prevention of disability, ensuring that people with disabilities are able to fully participate in the developmental process and claim their rights as well as obtain a fair share of the benefits as full and equal members of society.
The Over Identification of Minority Males in Middle School Special Education Programs: Examining the RTI Model
Author: Anderson-Irish, Nicole
Date: 2013-00-00
Type: Journal Articles
Subjects: Males,Middle School Students,Special Education,Disproportionate Representation,Response to Intervention,Referral,Racial Differences,Ethnic Groups,Student Evaluation,Teacher Attitudes,Cultural Influences,Teacher Education

The purpose of this paper is to provide insight into the referral and identification rates of minority students with regard to special education. Research has shown an evident over identification of minority students in special education programs, particularly those classifications considered more severe. Several researchers identified factors such as teacher perception, teacher practices, and student factors that all contribute to the disproportionality of minority students in special education. Response to Intervention has been identified as a possible solution. Many indicate that specific schools that have implemented RTI have noticed a decrease in the disparity in the referral rate of the racial subgroups. An overview of the RTI model frequently used by these schools was reviewed, and the specific effect on the referral rate of minority students to special education was also discussed. This paper also highlights recommendations and considerations for educational leaders who wish to resolve the issue of minority over identification in special education.
Literacy Based Behavioral Interventions and Video Self-Modeling with Students with Autism Spectrum Disorder (ASD)
Author: Leach, Debra
Date: 2013-00-00
Type: Journal Articles
Subjects: Intervention,Autism,Pervasive Developmental Disorders,Direct Instruction,Teaching Methods,Video Technology,Modeling (Psychology),Behavior Modification,Skill Development,Action Research,Middle School Students,Evidence Based Practice,Literacy

Educators are continually seeking effective, research-based strategies to address the unique needs of their students with autism spectrum disorders (ASD). It is well documented that students with ASD benefit from direct instruction and visual supports when learning new skills. This article provides step-by-step procedures for using a tiered intervention package consisting of literacy-based behavioral interventions and video-self modeling to teach new skills to students with ASD to promote mastery and independence. Authors share an action research process that was used to identify a need for students with ASD in a middle school classroom, select and implement research-supported interventions to address the need, and to monitor progress throughout the phases of intervention to make instructional decisions.
Higher Education Students' Reflections on Learning in Times of Academic Language Shift
Author: Kagwesage, Anne Marie
Date: 2012-07-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Language of Instruction,English (Second Language),Second Language Learning,Higher Education,Educational Policy,Foreign Countries,Interviews,Teaching Methods,Global Approach,Literacy,Academic Discourse,African Languages,French,Questionnaires

This article deals with the current debate on the use of English as the only medium of instruction in contexts where it is a second or foreign language. More specifically, it investigates Rwandan students' reflections on using English as the sole medium of instruction in their everyday higher education academic activities. The study is mainly based on individual interviews from students at a University in Rwanda, where the language in education policy has changed considerably over the last decade. The findings suggest that students face different challenges and difficulties in using the newly adopted language of learning and teaching. They are, however, aware of the globalisation process and dissolution of national boundaries and are willing to upgrade their English in order to cope with the new academic situation.