ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Application of Automated Writing Evaluation to Chinese Undergraduate English Majors: A Case Study of &quot;WriteToLearn&quot;
Author: Liu, Sha
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Majors (Students),Writing Evaluation,Computer Assisted Instruction,Essays,Computer Assisted Testing,Scoring,Item Response Theory,Feedback (Response),Accuracy,Reliability,Comparative Analysis,Correlation,Error of Measurement,Evaluators

This study investigated the application of &quot;WriteToLearn&quot; on Chinese undergraduate English majors' essays in terms of its scoring ability and the accuracy of its error feedback. Participants were 163 second-year English majors from a university located in Sichuan province who wrote 326 essays from two writing prompts. Each paper was marked by four human raters as well as &quot;WriteToLearn.&quot; Many-facet Rasch measurement (MFRM) was conducted to calibrate &quot;WriteToLearn&quot;'s rating performance in scoring the whole set of essays against those of four trained human raters. In addition, the accuracy of WriteToLearn's feedback on 60 randomly selected essays was compared with the feedback provided by human raters. The two main findings related to scoring were that: (1) &quot;WriteToLearn&quot; was more consistent but highly stringent when compared to the four trained human raters in scoring essays; and (2) &quot;WriteToLearn&quot; failed to score seven essays. In terms of error feedback, &quot;WriteToLearn&quot; had an overall precision and recall of 49% and 18.7% respectively. These figures did not meet the minimum threshold of 90% precision (set by Burstein, Chodorow, and Leacock, 2003) for it to be considered a reliable error detecting tool. Furthermore, it had difficulty in identifying errors made by Chinese undergraduate English majors in the use of articles, prepositions, word choice and expression.
Informing Automated Writing Evaluation Using the Lens of Genre: Two Studies
Author: Burstein, Jill
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Writing Evaluation,Computer Assisted Testing,Writing Tests,Literary Genres,Writing Instruction,Writing Skills,Mixed Methods Research,Focus Groups,Teacher Attitudes,National Surveys,Required Courses,Prior Learning,Statistical Significance

Genre serves as a useful lens to investigate the range of evidence derived from automated writing evaluation (AWE). To support construct-relevant systems used for writing instruction and assessment, two investigations were conducted that focused on postsecondary writing requirements and faculty perceptions of student writing proficiency. Survey research is described from a national study and a second site study at American University, a 4-year private university in Washington, DC, to illustrate writing requirements and perceptions of writing proficiency in school and workplace settings. A mixed-methods analysis of faculty focus groups in the site study afforded more detailed discussions that were used to understand student writing support needs. Through the lens of genre, study results illustrated how the role of AWE might be expanded and aligned with instruction in four-year postsecondary institutions.
Defining and Describing Rural: Implications for Rural Special Education Research and Policy
Author: Hawley, Leslie R.
Date: 2016-09-00
Type: Journal Articles
Subjects: Rural Education,Special Education,Educational Research,Barriers,Definitions,Coding,Research Methodology,Classification,Counties,Urban Areas,Rural Areas,School Districts

A critical aspect of rural research is carefully defining and describing the rural context. This is particularly important in rural special education research because different definitions of rural may influence resource allocation, grant funding eligibility, and/or research findings. In order to highlight the importance of operationalizing rural, we discuss the challenges of defining rural, provide descriptions of commonly used definitions to familiarize readers with standardized coding schemes, and summarize an empirical example demonstrating the implications different definitions can have on rural special education research and policy. We conclude by providing recommendations for both producers and consumers of research.
A Rose by Any Other Name: Repressive Tolerance, Burnout, and Hope in the New West
Author: Lowan-Trudeau, Gregory
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Minority Groups,Indigenous Populations,Teacher Burnout,Social Influences,Social Bias,Politics of Education,Activism,Experience,Journal Writing,Social Media,News Media,Ethnography,Autobiographies,Government Role

In this article I reflexively explore my recent experiences as a Métis environmental activist, educator, and academic with the historic rise of the New Democratic Party in Alberta, Canada which was quickly followed by the victory of the federal Liberal Party, toppling conservative dynasties at both levels. This autoethnograhic inquiry also considers activist educator burnout and insider/outsider dynamics through a lens informed by Marcuse's theory of repressive tolerance. This line of theoretical inquiry and reflection is significant due to the unprecedented shift in government that recently occurred in Alberta, a region under intense environmental scrutiny, which bears implications for the rest of Canada, North America, and the world.
Emotionality and Learning Stories: Documenting How We Learn What We Feel
Author: Steele, Astrid
Date: 2016-00-00
Type: Journal Articles
Subjects: Outdoor Education,Environmental Education,College School Cooperation,Partnerships in Education,Story Telling,Psychological Patterns,Attention,Memory,Neurosciences,Elementary Schools,Foreign Countries,Comparative Analysis

Based on a three-year research project in which outdoor and environmental education were embedded in classroom curricula, this paper considers learning story pedagogy and accompanying emotional elements often found in narratives. We draw on neuroscience research findings that support the importance of emotion in focusing attention and supporting memory. A detailed account of the E4E (Educating for Environment) university/school partnership project includes a description of the resulting documentation over three years. Comparison and analysis of the documentation are followed by four propositions for outdoor and environmental education practitioners' consideration.
Monsters or Good Guys: The Mediating Role of Emotions in Transforming a Young Child&apos;s Encounter with Nature
Author: Green, Carrie
Date: 2016-00-00
Type: Journal Articles
Subjects: Natural Resources,Young Children,Fear,Anxiety,Qualitative Research,Imagination,Teacher Role,Affective Behavior,Social Development,Emotional Development,Environmental Education,Emotional Response,Action Research,Video Technology,Pictorial Stimuli,Participatory Research

Nature-play inspires a sense of awe and wonder in young children, however, the uncertainty of elements in nature can also bring about fear and anxiety. Using sensory tours as a data collection method, this qualitative study explores the emotions of a four-year-old during his exploration of an imaginary &quot;monster castle&quot; in the forest, and the role an educator plays in supporting children's affective states. Negotiating emotions, both positive and negative, is important in strengthening a child's environmental identity. Just as children learn to regulate emotions in formal learning environments, their ability to regulate their emotions in nature instills a sense of comfort and trust, spatial autonomy and self-awareness, and environmental competency and self-confidence, which, in turn, influences their actions for the environment.
Propagating Collective Hope in the Midst of Environmental Doom and Gloom
Author: Kelsey, Elin
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Psychological Patterns,Emotional Response,Social Media,Resilience (Psychology),Futures (of Society),Climate,Empowerment

Environmental educators recognize the importance of empowering children and adults, yet environmental education operates within a grand narrative of environmental gloom and doom. Growing evidence exists that children feel hopeless about the future of the planet. Given relationships between hope and agency, the question arises of how to propagate hope when environmental educators themselves are inundated by doom and gloom. This paper seeks insights from the research literature on palliative care, where questions of hope and hopelessness are more openly debated. It recognizes the value of alternative conceptions of hope and the capacity for emotions to be shared via hopeful social media campaigns, such as #OceanOptimism.
Witnessing Kitchenuhmaykoosib Inninuwug&apos;s Strength and Struggle: The Affective Education of Reconciliation in Environmental Education
Author: Korteweg, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Canada Natives,Environmental Education,Ecology,Land Settlement,Conservation (Environment),History,Social Bias,Political Issues,Affective Behavior,Mining

Escalating environmental controversies are placing Indigenous peoples and First Nation communities at the front lines of protests, opposing unjust government policies and corporate actions. Yet, many environmental educators are not actively engaged or affectively learning about Indigenous Land struggles against Canada's colonial oppressions. Environmental education has a strong record of research to promote ecological, place-conscious pedagogies that build socio-emotional connections to nature, but it can also perpetuate settler colonialism by avoiding or ignoring Indigenous (Land) title. This article calls on settler environmental educators to shift towards decolonizing and Land-based reconciliation, by bearing witness as support to Indigenous struggles for jurisdiction and protection of Land. We focus on our own settler affective processing towards decolonizing as we witnessed the strength of the Kitchenuhmaykoosib Inninuwug (KI) First Nation, whose Chief and Council were jailed for protecting their territory from mining in Ontario's Far North.
When Despair Grows in Us: Emotional Learning in (Trans)Formative Places
Author: Stanger, Nicholas Richard Graeme
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Response,Children,Adolescents,Phenomenology,Emotional Development,Environmental Education,Place Based Education,Interviews,Video Technology,Family Relationship,Transformative Learning,Memory,Resilience (Psychology),Barriers,Foreign Countries

This paper considers a person's endogenous and emotional relationships to outdoor childhood or adolescent (trans)formative places. By revisiting the (trans)formative places of four citizens and filming the experiences, I gained an understanding of how these places engage emotional learning. The emotional data were explored through phenomenology and participatory analysis. Places transformed my participants through identity development, memory and anxiety, resiliency behaviour, nostalgia, and loss. My participants related to places through knowing a place and being home, engendering bliss and appreciation, the development of pride and hope, and experiencing emotionality. Part of our emotional development is linked to our relationships to place because we are, in some ways, part of that place. Returning to (trans)formative places can rejuvenate our relationships to those places through our emotional reactions.
Singing the Spaces: Artful Approaches to Navigating the Emotional Landscape in Environmental Education
Author: Burkhart, Jocelyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Emotional Response,Ethnography,Singing,Resilience (Psychology),Creativity,Experience,Teaching Methods

This paper briefly explores the gap in the environmental education literature on emotions, and then offers a rationale and potential directions for engaging the emotions more fully, through the arts. Using autoenthnographic and arts-based methods, and including original songs and invitational reflective questions to open spaces for further inquiry and experiential engagement, several approaches are presented to foster emotional resilience as a preparation for mature adulthood and soulful action in the world, for both students and educators. Embodied, contemplative, and creative practices enable the exploration and expression of feelings, needs, desires, and experiences of being in relationship--with ourselves, each other, and the natural world; through direct experience and non-judgemental observation, potential arises for fresh insight, leading to creative and innovative solutions, and actions motivated by awareness, courage, and compassion.
Facing Anxiety in Climate Change Education: from Therapeutic Practice to Hopeful Transgressive Learning
Author: Ojala, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,Climate,Environmental Education,Transformative Learning,Sustainability,Emotional Response

This article discusses the need for critical emotional awareness in environmental and sustainability education that aspires to result in transgressive learning and transformation. The focus is on the emotions of anxiety/worry and hope, and their role in climate change education. By disrupting unsustainable norms and habits, hope for another way of being could be evoked, but transgressive learning can also trigger anxiety due to the undecided nature of the future and the gravity of the climate problem. The objective is, on the one hand, to point to the importance of critical awareness of these emotions and the need to disrupt unsustainable emotion regulation strategies when aiming for transformation, and, on the other, to provide suggestions for including these dimensions in climate change education.
The Natural World as Colonized Other(s): Educational Implications
Author: Blenkinsop, Sean
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Land Settlement,Relationship,Forestry,Exhibits,Foreign Countries,Disadvantaged,Freedom,Psychological Patterns,Universities,Responsibility

This paper begins with two parallel, although not identical, images. The first is of Ota Benga, a Congolese &quot;pygmy&quot; brought to the St. Louis World Fair in 1904 and displayed in a cage for the entertainment of the visiting public. The second is of a Red Maple tree in a large concrete pot on the campus of Simon Fraser University on the unceded territories of the x?m??k??y??m (Musqueam), Skwxwú7mesh Úxwumixw (Squamish), and S?l?ílw?ta?/Selilwitulh (Tsleil-Waututh) peoples. The remainder of the paper is an exploration of the varied responses these two images provoked for students, colleagues, and conference participants when confronted with the juxtaposition. In searching for an explanation, the paper deploys the work of Tunisian anti-colonial scholar Albert Memmi. Using Memmi's work as an anchor, we explore five of the most common responses in order to propose that &quot;the natural world&quot; and its myriad beings is/are colonized. This realization, we conclude, has dramatic implications for environmental education.
Empathy and Imagination in Education for Sustainability
Author: Jensen, Sally
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empathy,Imagination,Sustainability,Environmental Education,Interviews,Participant Observation,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,College Faculty,Photography,Video Technology,Audio Equipment,Documentation,Student Attitudes,Caring,Elementary School Students,Secondary School Students,Story Telling

The importance of imagination in understanding sustainability has often been overlooked. This paper examines acts of imagining in teaching and learning that elicit and enable the emotive experience of empathy. I frame ways of thinking about imagination and empathy through theoretical perspectives of otherness. I report on research findings into the nature of imagination in environmental education contexts in Australia, explored through interviews with educators and participant observation. Analysis pays attention to how teachers and students imagine and empathize in order to more fully understand. The importance of being able to imagine other places, times, and perspectives in environmental education emerged strongly. In this paper I highlight how feeling empathy involves actively imagining the other, and how the relations between self and others can become contiguous through empathic and imaginative ways of understanding.
Renewing Awe in the Urban Experience: Historic Changes in Land-Based Education
Author: Leduc, Timothy B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Urban Universities,Experience,Interdisciplinary Approach,History,Foreign Countries

What role can awe play in the practice of environmental education as our lives become increasingly urbanized? This paper looks at the historic emergence of land experience in environmental education and thinking as a means for examining its potential role in an urban academic setting. Many early environmental scholars proposed that the mind is spread out in surrounding ecologies, and it was an idea that fostered curriculum initiatives like land experience, interdisciplinarity, and critical histories. Using archival documents and seminal environmental thought from two academic environmental programs, I consider the potential of renewing the awe-inspiring experience of land education as the context for historic and critical interdisciplinary thought on the urban places where most of us live.
Beginning a Learning Community: Pilot Fall 2006
Author: Buttram, Shirley
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Communities of Practice,Program Development,Developmental Studies Programs,At Risk Students,College Preparation,Program Implementation,Outcomes of Education

Colleges and universities across the United States are still enrolling students who are underprepared for college-level courses of study. Tinto (1998) stated at the Conference on Replacing Remediation in Higher Education: &quot;Students are entering college with no more than a sixth-grade education in basic skills such as reading, writing, and mathematics.&quot; Therefore, colleges and universities across the nation continue to spend considerable revenue to provide academic support to developmental students. Tinto's (1998) research posed a serious problem, which was the enrollment of &quot;at-risk&quot; students in college institutions across the nation. By 2006, the problem of preparing developmental/transitional students for college-level courses had intensified. Northeast Alabama Community College (NACC) experienced the same problem. NACC is an open-door admissions institution that serves two counties. In 2006, the institution served approximately 2800 students, consisting of a varied student body with a majority (91%) being of Caucasian origin (Northeast Alabama Community College, Office of Institutional Planning and Assessment, 2006-2007, pp. 1, 5). In fact, during Fall 2006, 57% of 492 incoming first-time freshmen placed into one or more developmental education courses (Northeast Alabama Community College, 2006-2007, p. 41). These statistics show that the continuing enrollment of &quot;at-risk&quot; students each fall semester would demand new innovations within the pedagogics to provide for students' affective and academic needs. Tinto (1998) advocated enrolling &quot;at-risk&quot; students into a learning community initiative; by Fall 2006, NACC had established the first Mustang Learning Community (MLC) with the intention to provide MLC students a smooth transition between developmental/transitional courses and college-level courses. This article describes the implementation of the learning community initiative at NACC. The components that administration deemed important for overall assessment and for the evaluation of the learning community project are presented with a discussion of obstacles encountered in the implementation process. Outcomes and evaluations are also included.
Boredom: That Which Shall Not Be Named
Author: Weinerman, Jason
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Developmental Studies Programs,Learner Engagement,Student Attitudes,Etiology,Identification,Outcomes of Education,Lesson Plans,Definitions,Risk,Coping,Role Playing

Boredom carries a significant weight: It is not often spoken within the academic environment. However, by ignoring how developmental and first-year students experience boredom, instructors are avoiding a topic that most students will encounter. We present information on the common causes of boredom, ways to detect boredom, and the outcomes of boredom within the academic environment. We conclude with a lesson plan to assist instructors in recognizing the idea of boredom and how students can overcome academic boredom.
Four Decades of JDE Interviews: a Historical Content Analysis
Author: Stahl, Norman A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Periodicals,Scholarship,Content Analysis,Educational Trends,Interviews,Coding,Instructional Effectiveness,Cognitive Style,Learning Strategies,Problem Solving,Educational Change,School Holding Power,Academic Persistence,Nontraditional Students,Minority Group Students,Models,Faculty Development,Professionalism,Higher Education

This content analysis examines the topics, trends, and issues impacting developmental education and its professionals as evaluated by interviews that have appeared in the &quot;Journal of Developmental Education&quot; (&quot;JDE&quot;) between the issuance of Volume 1 through Volume 39. A total of 76 interviews were analyzed with attention to interviewees, major foci, and additional sub-topics.
Perceived Online Education Barriers of Administrators and Faculty at a U.S. University in Lebanon
Author: El Turk, Sahar
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Statistical Analysis,Barriers,Online Courses,Administrator Attitudes,Teacher Attitudes,College Faculty,Technology Uses in Education,Educational Technology,Factor Analysis,Blended Learning,Transformational Leadership,Hypothesis Testing,Administrator Role,Gender Differences,Experience,Age Differences,Employment Level,Cost Effectiveness,Questionnaires,Technological Literacy

The purpose of this quantitative study was to identify the perceived barriers obstructing the implementation of online education by administrators and faculty at the School of Arts and Sciences of a U.S. university located in Lebanon. The aim of this study was to offer a solution to the most important perceived barriers to online education that informs administrative decisions concerning the appropriate modalities of online instruction that may be implemented at the university. The exploratory factor analysis identified 8 factors out of 35 possible perceived barriers to online education. Faculty and administrators perceived the structural barriers and the pedagogical barriers as very important. Faculty also perceived technical barriers as very important. As a first step toward offering online instruction, the university leadership could offer blended traditional and online education instruction for suitable courses in the School of Arts and Sciences with the goal of assessing feasibility and acceptance. The implementation of this solution may be smoother if facilitated using various leadership styles. In this article, the transformational leadership style is used for implementing the solution to the problem. The findings of this research may be beneficial for other universities in Lebanon and other nations that may be considering the implementation of online education.