ethanporcaro/eric-fulltext-meta huggingface dataset:
How Effective Is the Assessment Component of a Customized CLIL Program?
Author: Isik, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Content and Language Integrated Learning,English (Second Language),Second Language Learning,Language Teachers,Teacher Attitudes,Student Attitudes,Positive Attitudes,College Second Language Programs,Second Language Instruction,Foreign Countries,College Freshmen

Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language.
Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students&apos; Reading Comprehension Enhancement
Author: Bahrami, Samaneh
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Skills,Reading Comprehension,Instructional Materials,Teaching Methods,Reading Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Majors (Students),Microbiology,Undergraduate Students,Nursing Education,English for Academic Purposes,Comparative Analysis,Pretests Posttests,Reading Tests,Instructional Effectiveness

The present study was an attempt to investigate the effect of the analysis matrix, a type of graphic organizer, as a language improvement supportive attempt on fostering reading comprehension in an EFL academic context. The main question this study tried to answer was whether using this technique might enhance reading comprehension abilities among Iranian non-English majors. To achieve this goal, 120 nursing and microbiology majors were randomly selected from a population of the non-English majors enrolled for the Academic English course. They were divided into four groups of 30 and were randomly assigned to two experimental groups and two control groups. A pre-test of reading comprehension was administered to all groups. Then, they were taught passages to read for eight sessions with different methods; the experimental groups received a treatment of analysis matrix technique instruction while the control groups were taught with the traditional method, including no summarization instruction. A post-test of reading comprehension was finally administered to all groups. The data were analyzed using one-way analysis of covariance (ANCOVA) to control the effects of the pre-test on the outcomes. The results indicated a statistically significant difference due to pedagogical intervention; the two experimental groups outperformed on the post-test after being treated with analysis matrix technique for eight sessions.
Puerto Rican Teachers&apos; and Students&apos; Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students
Author: Mari, Vanessa
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,High School Seniors,Grade 12,Private Schools,Public Schools,Student Attitudes,Teacher Attitudes,Language of Instruction,Official Languages,Spanish,Code Switching (Language),Learning Motivation,Language Proficiency,Anxiety,Bilingual Education

This paper documents English teachers' and advanced English students' perspectives on the use of Spanish in the English classroom in Puerto Rico. Using qualitative data collection methods such as interviews and focus group data, the researchers document the ways that many English teachers on the island justify their use of Spanish in the English classroom as they work to make their teaching more comprehensible. Nevertheless, the advanced students from both public and private schools who participated in this study offer a note of caution regarding the use of too much Spanish in the English classroom. Ultimately, findings suggest that many English teachers consciously or unconsciously adopt a translanguaging approach that needs to be assessed critically depending on the language proficiency and confidence of the students in their classrooms.
Insights on Variance Estimation for Blocked and Matched Pairs Designs
Author: Pashley, Nicole E.
Date: 2021-06-00
Type: Journal Articles
Subjects: Causal Models,Statistical Inference,Research Methodology,Computation,Statistical Bias,Equations (Mathematics),Matched Groups,Randomized Controlled Trials,Simulation,Error of Measurement

Evaluating blocked randomized experiments from a potential outcomes perspective has two primary branches of work. The first focuses on larger blocks, with multiple treatment and control units in each block. The second focuses on matched pairs, with a single treatment and control unit in each block. These literatures not only provide different estimators for the standard errors of the estimated average impact, but they are also built on different sets of assumptions. Neither literature handles cases with blocks of varying size that contain singleton treatment or control units, a case which can occur in a variety of contexts, such as with different forms of matching or poststratification. In this article, we reconcile the literatures by carefully examining the performance of variance estimators under several different frameworks. We then use these insights to derive novel variance estimators for experiments containing blocks of different sizes. [For the corresponding grantee submission, see ED599248.]
Lesson Study to Support Preservice Elementary Teachers Learning to Teach Mathematics
Author: Erbilgin, Evrim
Date: 2021-00-00
Type: Journal Articles
Subjects: Lesson Plans,Elementary School Teachers,Teacher Education Programs,Preservice Teachers,Case Studies,Educational Change,Mathematics Instruction,State Universities,Pedagogical Content Knowledge,Foreign Countries,Teaching Methods,Educational Theories

This study sought to investigate what dimensions of didactic-mathematical knowledge preservice teachers discussed when engaged in lesson study and how lesson study supported the preservice teachers in implementing reform-minded teaching of mathematics. We employed an interpretive case study methodology with the intent of conceptualising the lesson study experience of the preservice teachers. The present lesson study took place in methods of teaching mathematics course at a state university in Turkey. We studied the experiences of two cohorts of preservice teachers during two consecutive years. The current study found that the lesson study experience engaged preservice teachers in discussions about the didactical dimension of teacher knowledge and supported their learning to teach from a reform-minded teaching approach.
Practitioner Research: Reflecting on Minoritised Student Agency in a Reform-Based Secondary Mathematics Classroom
Author: Restani, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Group Students,Secondary School Students,Low Income Groups,Mathematics Instruction,Audio Equipment,Problem Solving,Mathematics Teachers,Student Diversity,Personal Autonomy,Classroom Communication,Teacher Student Relationship,Self Concept,Discussion (Teaching Technique),Teaching Methods,Lesson Plans

There is a global demand for mathematics teachers to learn how to facilitate discussions where students make sense of mathematics via problem-solving and reasoning activities. Despite this call for meaningful discussions, they are rarely found in secondary instruction, especially in low-socioeconomic communities. A practitioner research approach was used to document the types of agency students and teacher employed during whole class discussions in a racially and socioeconomically diverse classroom in the United States. Cobb, Gresalfi and Hodge's (2009) interpretive scheme was used to analyse the ways students chose to identify with the normative expectations of the classroom, documented in the daily field notes and audio recordings. In this paper, two transcripts were used to illustrate examples of student and teacher participation in a 9th--11th grade mathematics classroom. Findings from this research demonstrate the small shifts that occurred allude to the structural constraints of traditional school systems.
Confirmatory Factor Analysis for the Service-Learning Outcomes Measurement Scale (S-LOMS)
Author: Lau, Ka Hing
Date: 2021-03-00
Type: Journal Articles
Subjects: Service Learning,Outcomes of Education,Measures (Individuals),Factor Structure,Test Validity,College Students,Student Development,Skill Development,Social Responsibility,Self Efficacy,Citizen Participation,Foreign Countries

Service-learning was introduced into Hong Kong over a decade ago, yet there is a research gap about the self-perceived developmental outcomes for students, partly due to the lack of a reliable measurement instrument across course disciplines and types of service-learning. This study validated a recently created Service-Learning Outcomes Measurement Scale (S-LOMS) through confirmatory factor analysis (CFA) with data from 629 students. S-LOMS measures self-perceived student development through 56 items, which cover outcome domains under four overarching categories: knowledge application, personal and professional skills, civic orientation and engagement, and self-awareness. Alternative measurement models were compared in this validation exercise, with the results indicating that although a model with 11 domains and without overarching categories was preferred, there was also support for a model with 10 domains subsumed under the four abovementioned overarching categories. Multisample analyses indicated that both models were stable across gender. The practical implication of our findings is that for the purpose of measuring the developmental impacts on students of engaging in service-learning, S-LOMS offers investigators a number of options besides using the entire 56-item scale. Some administrative options are described at the end of the paper.
Hierarchical Microaggressive Intersectionalities: Small Stories of Women of Color in Higher Education
Author: Young, Kathryn
Date: 2021-03-00
Type: Journal Articles
Subjects: Females,College Faculty,College Administration,Women Faculty,Women Administrators,Racial Bias,Gender Bias,Work Environment,Social Bias,College Environment,Stress Variables

This article uses methods from narrative analysis to consider how the macro-level experiences of racism and sexism appear in micro-level small stories about hierarchical microaggressive intersectionalities (HMI) in higher education. Small stories shared by university faculty and administrators reveal that microaggressions were simultaneously experienced along the lines of race, gender and role in the institution. Themes emerge that link deprofessionalization, invisibility, and fatigue to these small stories. On a nuanced level, the narratives in this paper demonstrate how broader societal notions of women's and women of color's roles in institutions translate into a negative campus climate for those who experience HMI.
Using Children&apos;s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies
Author: Graham, Keith M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Childrens Literature,Second Language Instruction,Second Language Learning,English (Second Language),Foreign Countries,Teaching Methods,Course Content,Communication Skills,Critical Thinking,Cultural Awareness

This systematic review examines whether the use of children's literature in EFL classrooms supports the 4Cs of CLIL--content, communication, cognition, and culture. Previous research has shown many benefits for using children's literature in English-dominant classroom settings, but it seems little attention has been given to its use in EFL contexts and no attention in CLIL. This study utilizes a systematic search strategy to collect and synthesize current research on children's literature use in EFL settings in order to better understand how children's literature may impact EFL student learning and, specifically, examine whether its use can meet the 4Cs of CLIL. Records from four databases were screened for studies using children's literature in EFL settings, resulting in the inclusion of 15 articles. The analysis of the articles reveals that current research shows evidence that the use of children's literature can help facilitate student learning in content, communication, cognition, and culture. However, despite this clear connection to the goals of CLIL, investigations on children's literature remain absent from CLIL research. We believe this research lends support for the use of children's literature in the CLIL classroom and calls for more attention, both by practitioners and researchers, toward the use of children's literature in CLIL classrooms
Integrating International Exchange Students into Local Service-Learning Projects in Hong Kong
Author: Chan, Maureen Yin Lee
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Students,Student Exchange Programs,Service Learning,Community Organizations,Teamwork,Student Projects,Group Unity,Intergroup Relations,Social Integration,Barriers,English (Second Language),Language Proficiency,Socialization,Cultural Differences,Intercultural Communication,Undergraduate Students,Foreign Countries

Through qualitative research, which involved qualitative interviews and focus group meetings with members of four student teams, we identified a number of barriers to the development of cohesiveness in teams of local and international exchange (IE) students, who were undertaking service-learning (SL) together. Lack of cohesiveness in such teams resulted in the psychological withdrawal of some of the IE students and appeared to reduce opportunities to derive developmental benefits. Barriers to cohesiveness identified by the students included language, conflicting priorities, and East-West cultural differences. We also identified how students took action to remove the barriers to cohesiveness. These actions included conducting internal team meetings in English and arranging for local students to provide interpretation in meetings with community stakeholders. Students reported that the major developmental benefits associated specifically with working cohesively in a cross-cultural team were improved English language skills, greater interpersonal adaptability, and appreciation of diversity. We offer practical suggestions about how educators can prepare local and IE students to work together effectively on SL projects and about further research. Studies of projects undertaken by inter-cultural SL teams at host universities in other jurisdictions would facilitate the generalizability of the findings.
Collaboration Analytics Need More Comprehensive Models and Methods. An Opinion Paper
Author: Han, Areum
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Cooperative Learning,Classroom Environment,Time Factors (Learning),Teacher Role,Teacher Student Relationship

As technology advances, learning analytics is expanding to include students' collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students' collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collaboration analytics are incongruent. In light of these circumstances, this opinion paper takes a collaborative classroom setting as context and explores relevant comprehensive models for collaboration analytics. Specifically, this paper is based on Pei-Ling Tan and Koh's ecological lens (2017, Situating learning analytics pedagogically: Towards an ecological lens. Learning: Research and Practice, 3(1), 1-11. https://doi.org/10.1080/23735082.2017.1305661), which illustrates the co-emergence of three interactions among students, teachers, and content interwoven with time. Moreover, this paper suggests several factors to consider in each interaction when executing collaboration analytics. Agendas and recommendations for future research are also presented.
Deep Networks for Collaboration Analytics: Promoting Automatic Analysis of Face-to-Face Interaction in the Context of Inquiry-Based Learning
Author: Lämsä, Joni
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Assisted Instruction,Synchronous Communication,Learning Analytics,Accuracy,Automation,Coding,Transcripts (Written Records),Natural Language Processing,Interaction,Active Learning,Inquiry,Undergraduate Students,Physics,Introductory Courses,Attention,Foreign Countries

Scholars have applied automatic content analysis to study computer-mediated communication in computer-supported collaborative learning (CSCL). Since CSCL also takes place in face-to-face interactions, we studied the automatic coding accuracy of manually transcribed face-to-face communication. We conducted our study in an authentic higher-education physics context where computer-supported collaborative inquiry-based learning (CSCIL) is a popular pedagogical approach. Since learners' needs for support in CSCIL vary in the different inquiry phases (orientation, conceptualization, investigation, conclusion, and discussion), we studied, first, how the coding accuracy of five computational models (based on word embeddings and deep neural networks with attention layers) differed in the various inquiry-based learning (IBL) phases when compared to human coding. Second, we investigated how the different features of the best performing computational model improved the coding accuracy. The study indicated that the accuracy of the best performing computational model (differentiated attention with pre-trained static embeddings) was slightly better than that of the human coder (58.9% vs. 54.3%). We also found that considering the previous and following utterances, as well as the relative position of the utterance, improved the model's accuracy. Our method illustrates how computational models can be trained for specific purposes (e.g., to code IBL phases) with small data sets by using pre-trained models.
Designing Analytics for Collaboration Literacy and Student Empowerment
Author: Worsley, Marcelo
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Cooperative Learning,21st Century Skills,College Students,Safety,Interpersonal Communication,Group Dynamics,Conflict Resolution,Peer Relationship,Student Participation,Context Effect

Collaboration has garnered global attention as an important skill for the 21st century. While researchers have been doing work on collaboration for nearly a century, many of the questions that the field is investigating overlook the need for students to learn how to read and respond to different collaborative settings. Existing research focuses on chronicling the various factors that predict the effectiveness of a collaborative experience, or on changing user behaviour in the moment. These are worthwhile research endeavours for developing our theoretical understanding of collaboration. However, there is also a need to centre student perceptions and experiences with collaboration as an important area of inquiry. Based on a survey of 131 university students, we find that student collaboration-related concerns can be represented across seven different categories or dimensions: Climate, Compatibility, Communication, Conflict, Context, Contribution, and Constructive. These categories extend prior research on collaboration and can help the field ensure that future collaboration analytics tools are designed to support the ways that students think about and utilize collaboration. Finally, we describe our instantiation of many of these dimensions in our collaborative analytics tool, BLINC, and suggest that these seven dimensions can be instructive for re-orienting the Multimodal Learning Analytics (MMLA) and collaboration analytics communities.
What Do You Mean by Collaboration Analytics? A Conceptual Model
Author: Martinez-Maldonado, Roberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Cooperative Learning,Validity,Case Studies,Instructional Design,Computer Mediated Communication,Teamwork,Communities of Practice,Simulation,Concept Mapping,Design

Using data to generate a deeper understanding of collaborative learning is not new, but automatically analyzing log data has enabled new means of identifying key indicators of effective collaboration and teamwork that can be used to predict outcomes and personalize feedback. Collaboration analytics is emerging as a new term to refer to computational methods for identifying salient aspects of collaboration from multiple group data sources for learners, educators, or other stakeholders to gain and act upon insights. Yet, it remains unclear how collaboration analytics go beyond previous work focused on modelling group interactions for the purpose of adapting instruction. This paper provides a conceptual model of collaboration analytics to help researchers and designers identify the opportunities enabled by such innovations to advance knowledge in, and provide enhanced support for, collaborative learning and teamwork. We argue that mapping from low-level data to higher-order constructs that are educationally meaningful, and that can be understood by educators and learners, is essential to assessing the validity of collaboration analytics. Through four cases, the paper illustrates the critical role of theory, task design, and human factors in the design of interfaces that inform actionable insights for improving collaboration and group learning.
Managing Your Mind: How Simple Activities within the Curriculum Can Improve Undergraduate Students&apos; Mental Health and Well-Being
Author: Edwards, Eleanor R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mental Health,Well Being,Intervention,Program Effectiveness,Student Adjustment,Health Promotion,Foreign Countries,College Freshmen,Student Attitudes,Knowledge Level,Stress Management,Coping,Resilience (Psychology)

The transition into higher education stretches students socially, academically and within their personal lives requiring adaptation and development of resilience. For many, such demands may lead to decreased mental wellbeing and, for some, mental ill-health. This project aimed to trial simple mental health awareness and well-being tasks with first year undergraduate students, and to determine whether students find these interventions beneficial and worthy of embedding as transition activities within the first-year curriculum. Four activities were trialled with 185 first-year students who reported the activities as beneficial. All activities caused an overall increase in student knowledge of how to maintain good mental well-being. In the light of this project's findings, such activities are recommended for embedding into the first-year curriculum and throughout higher education. [Note: The citation (v15 n1 2020) shown on the first page of the PDF is incorrect. The correct citation is v16 n1 2021.]