ethanporcaro/eric-fulltext-meta huggingface dataset:
Translingualism in Composition Studies and Second Language Writing: An Uneasy Alliance
Author: Williams, Julia
Date: 2016-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Second Language Instruction,Writing (Composition),Critical Thinking,Linguistic Theory,Metalinguistics,Grammar,Language Styles,Writing Instruction,Language Variation,Language Teachers,Teaching Methods,English (Second Language)

Although some translingual advocates call for collaboration amongst composition studies, translingual, and second language writing theorists, current misinterpretations of translingual theory represent the field of second language writing in a negative light, making an alliance amongst the scholars of these fields unlikely. Translingualism is embedded in inclusive rhetorics, which, we demonstrate, equate difference with the ability to think divergently. From this perspective, linguistic difference is a catalyst for critical thinking, and linguistic standardization is discrimination. Although this view is accurate, translingual theorists are at risk of misinterpreting second language classrooms as sites of forced linguistic homogenization. The teaching of form and genre are particularly contentious as translingual theorists, who may be unaware of research in second language writing, believe that these elements are taught in second language classrooms without tolerance of linguistic variation. Because translingualism is deeply rooted in inclusive rhetorics, second language teachers are unable to object to this negative view of their field without affiliating themselves with exclusionary rhetorics. However, theorists such as Larsen-Freeman, Halliday, and Tardy write about form and genre using terms similar to those used by translingual theorists, suggesting that current second language writing theory recognizes linguistic variability and the interdependence of form/genre and context. Therefore, alliances amongst scholars in the fields of composition studies, translingualism, and second language writing would be possible if the negative view of second language writing implied by misinterpretations of translingual theory could be redressed.
Part of What We Do: Teacher Perceptions of STEM Integration
Author: Stubbs, Eric A.
Date: 2016-00-00
Type: Journal Articles
Subjects: High Schools,Secondary School Teachers,STEM Education,Agricultural Education,Interdisciplinary Approach,Comparative Analysis,Teacher Attitudes,Time Factors (Learning),Teacher Student Relationship,Educational Change,Educational Resources,Student Interests,Student Motivation,Career Readiness,Misconceptions,Semi Structured Interviews

This study explored three high school agriculture teachers' perceptions of science, technology, engineering, and mathematics (STEM) integration through interviews. The approach was constructivist and data were analyzed according to the framework of integrated STEM education presented in a National Academy of Sciences report. Each participant agreed to complete three interviews that first investigated past experiences, then present perceptions, and lastly reflections on meaning. A total of about six hours of interview data were analyzed using the constant comparative method. Teacher perceptions were outlined individually and then compared. The teachers shared similar perceptions related to time constraints, the effects of STEM integration, concerns about rapport with students, how agricultural education has changed, and curricular resources. Perceptions aligned well with the framework of integrated STEM education because teachers described increased student interest, motivation, and career-readiness due to agriculture programs, and these perceptions were in some cases supported by non-agriculture teachers. Misconceptions of STEM education included incomplete definitions of engineering education and viewing the use of instructional technology as STEM education. Teacher educators may benefit from increased insight into the perceptions of veteran teachers.
Honing EAP Learners' Public Speaking Skills by Analyzing TED Talks
Author: Leopold, Lisa
Date: 2016-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Public Speaking,Speech Skills,Lecture Method,Persuasive Discourse,Discourse Analysis,Skill Development,Speech Instruction,Models,Class Activities,Video Technology,Graduate Students,Private Colleges,Student Educational Objectives

Despite the importance of public speaking skills for English for Academic Purposes (EAP) students' academic and professional success, few EAP textbooks incorporate authentic, professional speech models. Thus, many EAP instructors have turned to TED talks for dynamic speech models. Yet a single TED talk may be too long for viewing in class and may limit students' exposure to various speech styles. In the classroom activity described in this article, students listen to short clips from several TED speeches to learn techniques for making supporting points memorable; they then apply these techniques to their own extemporaneous speeches. This article highlights the critical need for authentic speech models in EAP courses; fulfills the need for authenticity by describing a lesson that utilizes several short, dynamic clips from TED talks to teach students how to use compelling support in presentations; and highlights positive student learning outcomes from student presentations and reflections over six semesters of instruction.
The Effects of Kolb&apos;s Experiential Learning Model on Successful Intelligence in Secondary Agriculture Students
Author: Baker, Marshall A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Experiential Learning,Intelligence,Secondary School Students,Agricultural Education,Creativity,Direct Instruction,Comparative Analysis,Instructional Effectiveness,Statistical Analysis,Multivariate Analysis

Experiential learning is an important pedagogical approach used in secondary agricultural education. Though anecdotal evidence supports the use of experiential learning, a paucity of empirical research exists supporting the effects of this approach when compared to a more conventional teaching method, such as direct instruction. Therefore, the purpose of the study was to examine the effects of an experiential learning approach to instruction on the successful intelligence of secondary agricultural education students, as measured across three domains--practical intelligence, analytical intelligence, and creative intelligence. It was concluded students who received the experiential learning treatment produced higher creativity scores that were domain specific. In addition, they scored higher in their practical use of knowledge when compared to their direct instruction counterparts. However, regardless of treatment, both direct instruction and experiential learning yielded similar analytical knowledge scores. Thus, it was recommended agricultural educators utilize a blended approach of instruction to provide balanced growth in all four modes of learning.
Social Network Sites Effectiveness from EFL Students' Viewpoints
Author: Alnujaidi, Sulaiman
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Instruction,College Students,Student Surveys,Correlation,Student Attitudes,Statistical Analysis,Expectation,Foreign Countries,Technology Uses in Education,Educational Technology,Experience,Multiple Regression Analysis,Likert Scales

This study investigated the relationship between EFL students' experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study's results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.
Students&apos; Motivations, Value, and Decision to Participate in Service-Learning at the National FFA Days of Service
Author: Roberts, Richie
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Graduate Students,Student Motivation,Decision Making,Student Participation,Service Learning,Self Determination,Models,Experiential Learning,Student Characteristics,Student Attitudes,Measures (Individuals),State Universities,Statistical Analysis,Likert Scales

As agricultural educators continue to seek methods of instruction to make learning impactful for students, service-learning has emerged as a desirable technique for meeting these educational objectives. A gap in the agricultural education literature exists, however, in terms of describing whether these learning experiences motivate students intrinsically. This investigation sought to describe FFA members' level of intrinsic motivation resulting from participation in a service-learning activity, specifically the 2013 National FFA Days of Service. Deci and Ryan's Self-Determination Theory (SDT) served as the theoretical base for understanding FFA members intrinsic motivation through three empirically based constructs--interest, value, and perceived choice. Results from the study indicate FFA members were interested in and valued their service-learning experience; however, they had varied views in terms of their choice to participate. Findings also indicate a congruency between tenets of service-learning and axioms of SDT. We, therefore, offer the Intrinsic Service Learning Model in hopes of assisting practitioners of this pedagogical technique with delivering an intrinsically motivated service-learning experience for agricultural education students.
The CROPS Curriculum Experiment: Evaluating the Farm Safety Knowledge Gained among Secondary Appalachia Youth
Author: Schafbuch, Morgan L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Secondary School Students,Control Groups,Cost Effectiveness,Safety,Agricultural Machinery,Curriculum,Rural Youth,Poverty,Accidents,Injuries,Prevention,Agricultural Occupations,State Standards,Quasiexperimental Design,Statistical Analysis,Secondary School Teachers,Pretests Posttests

Rural youth in poverty stricken Appalachian communities are the highest at-risk population for tractor rollover accidents (Cole, 2007). The Apprenticeship of Observation theory (Lortie, 1975) concludes that the &quot;apprentice&quot; learns from watching those perceived to be the teacher and their work and so mimic their actions. Thus, farm youth who often overlook safety precautions believe farm accidents are simply a way of life. This project was partially funded through the Southeast Center for Agricultural Health and Injury Prevention. The funds assisted in the development of a Cost-effective Rollover Protective Structure (CROPS) curriculum. A total of 54 (N = 54) secondary agriculture mechanics students, served as the treatment group (n = 31) and control group (n = 23). The treatment group received farm safety instruction from their secondary agriculture teacher through the use of the CROPS curriculum while the control group received their farm safety instruction from their secondary agriculture teacher who taught, only, to reach the required state standards. Results from the quasi-experimental design study revealed a statistically significant gain in farm safety practices from the treatment group as compared to the control group. Recommendations to the participants, future participants, and research are also included.
&quot;Toward High School Biology&quot;: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems
Author: Herrmann-Abell, Cari F.
Date: 2016-12-00
Type: Journal Articles
Subjects: Biology,Secondary School Science,Middle School Students,High Schools,Chemistry,Scientific Concepts,Concept Formation,Molecular Structure,Grade 8,Pretests Posttests,Course Content,Gender Differences,Scores,Language Usage,Ethnic Groups,Intervention,Science Curriculum,Misconceptions,Curriculum Development,Comparative Analysis,Knowledge Level,Hierarchical Linear Modeling

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit's promise in improving students' understanding of the targeted ideas.
Study of Motives of Chinese Business English Development Based on the Theory of Human Capital
Author: Meichang, Ouyang
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business English,English for Special Purposes,Program Development,Higher Education,Human Capital,Cost Effectiveness,Family Influence,Social Status

Business English in China has evolved into a cross-disciplinary program from ESP, with more than 1000 universities having set the program of business English in bachelor, master or doctor degree levels. In general, it has undergone a rapid development and enjoyed a more and more social recognition. This paper tries to uncover the underlying motives of the quick development of the program based on the perspective of human capital theory, and find out the possible relationship between business English teaching development and human capital The results conclude that there exists the relationship between them, and the theory of human capital opens a novel theoretical foundation for the related researches.
The Benefits of FFA Membership as Part of Agricultural Education
Author: Rose, Chelsea
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agricultural Occupations,High School Students,Career Education,Technical Education,Nonprofit Organizations,Group Membership,Educational Experience,Self Esteem,Self Actualization,Psychological Patterns,Career Development,Student Organizations,Educational Benefits,Statistical Analysis,Student Surveys

The study sought to identify the benefits of FFA membership based on the fulfillment of three basic human needs: love and belonging, self-esteem, and self-actualization. The study focused on the fulfillment of FFA members' basic human needs as defined by Abraham Maslow. The three needs on which this study focused are: love and belonging, self-esteem, and self-actualization. The study found a majority of FFA members' three basic human needs are met due to their involvement in career development events, leadership positions, and other FFA activities. Of all research questions, the highest concentration of members claimed to have a more enjoyable high school experience as a result of their membership in the FFA. Future research should focus on determining how the FFA improves the high school experience. This research could be helpful to other career and technical education organizations and future success within the FFA. Moreover, linking the relevance of meeting Maslow's basic human needs with active participation in student organizations could assist teachers and program advisors as they recruit and retain members.
Variability versus Continuity: Student Teachers&apos; Perceptions of Two University Supervision Formats
Author: Shoulders, Catherine W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teacher Attitudes,Student Teacher Supervisors,Observation,Qualitative Research,Feedback (Response),Comparative Analysis,Focus Groups,Supervision

The aspects that make up the student teaching experience, from site placement to feedback received from site and university supervisors, are each influential on the quality of the student teaching experience. Whether made consciously or unconsciously, university supervisors must decide whether to allocate observations by student, wherein each supervisor meets with a small set of student teachers multiple times, or by visit, wherein each supervisor meets with every student teacher one time. This qualitative study explored student teachers' perceptions after being observed using one of the two aforementioned formats. Student teachers valued time with their university supervisors, reporting a desire for more time under observation and for discussion and feedback. They also appreciated the variability in feedback supplied by multiple supervisors, but desired continuity in feedback found with a single supervisor. Recommendations, including several potential observation formats, are offered to assist university supervisors in maximizing their time with student teachers while meeting the student teachers' conflicting needs of both variability and continuity in feedback.
Doctoral Studies in Spain: Changes to Converge with Europe in the Internationalisation of the Doctorate
Author: Ramírez, Magdalena Jiménez
Date: 2016-12-10
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Global Approach,Educational Change,Competency Based Education,Educational Legislation,Alignment (Education),Minimum Competencies,College Faculty,Tutoring,Supervision,Teacher Characteristics,Institutional Characteristics,Access to Education,Research Design,Statistical Data,Doctoral Dissertations,Program Descriptions

In Spain, the organisation of doctoral studies has been substantially modified to come into line with the changes introduced by the agenda of the Bologna process. These changes have been specified in a number of statements by European Ministers of Education, and have required alterations to Spanish doctoral regulations. The aim of these changes has been to focus doctoral training more on the development of competency as better preparation for research tasks, linking the doctoral candidate with the job market outside university and allowing for the transfer of knowledge within the European context. To this end, Doctoral schools have been set up as a space in which to manage doctoral training, introducing specialisation in research through the design of new doctoral programmes, and means to provide doctoral candidates with mobility for their international training.
An Investigation of Problem-Solving Skills of Preservice Science Teachers
Author: Bahtiyar, Asiye
Date: 2016-12-10
Type: Journal Articles
Subjects: Problem Solving,Preservice Teachers,Investigations,Skill Development,Statistical Significance,Cohort Analysis,Science Education,Science Process Skills,Cognitive Style,Student Surveys,Student Teacher Attitudes,Skill Analysis,Foreign Countries,Statistical Analysis

Advancements in science and technology have created problems for some people who have difficulties adapting to the new environment. Improving problem solving skills of these people is very important for them to so have the ability to cope with new problems. From the education perspective, it is believed that teachers should help students by not only giving them information on how to solve certain problems but also how to assimilate problem solving skills. Teachers should first and foremost have these problem solving skills so that they can help their students. In this context, the aim of the current work is to study pre-service science teachers' problem-solving skills and to determine the effect of science teacher training program on pre-service science teachers' problem solving skills based on their grade levels. 76 freshmen, 81 sophomores, 117 juniors and 69 seniors (that is, 343 pre-service science teachers in total) of the Department of Science Teacher Education in 2012 to 2013 academic year participated in this study. In order to measure their problem solving skills, problem solving inventory (PSI) which was developed by Heppner and Petersen and adapted into Turkish by Sahin, Sahin and Heppner was used. In the data analysis procedure, One-Way ANOVA was used to determine whether there is any statistically significant difference among grades, scores of problem solving skills, and its dimensions. According to the findings, significant differences were found between sophomores and juniors; and also between sophomores and seniors. As for the sub dimensions, there was only found a significant difference according to &quot;impulsive style&quot; and &quot;avoidant style&quot; dimensions among grades. [This study was presented as a research paper at the International Conference on Education in Mathematics, Science and Technology (ICEMST-2014) organized on 15-19 May 2014, Konya, Turkey.]
Freirian Perspectives on Becoming Female Researcher-Academics in Special Education
Author: Medina, Amelia
Date: 2016-12-10
Type: Journal Articles
Subjects: Special Education,Females,Gender Issues,Gender Differences,Cultural Differences,Culture,Language,Group Dynamics,Group Unity,Doctoral Programs,Cohort Analysis,Womens Education,Individual Characteristics,Phenomenology,Student Experience,Interpersonal Communication

Perhaps the most influential thinker about education in the late twentieth century is Paulo Freire. He has been particularly popular with informal educators with his emphasis on dialogue. According to Freire, to enter into dialogue presupposes equality amongst participants. Each must trust the others; there must be mutual respect and love (care and commitment). Each one must question what he or she knows and realizes that through dialogue existing thoughts will change and new knowledge will be created. This study highlights the diversity of life and professional experiences of one doctoral cohort at New Mexico State University in Special Education. We reflect on topics of gender, culture, and language by reflecting on the impact of individual backgrounds on our collaborative intent to build a doctoral learning community.