ethanporcaro/eric-fulltext-meta huggingface dataset:
A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China
Author: Gu, Hui
Date: 2021-03-00
Type: Journal Articles
Subjects: Web Based Instruction,Courseware,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Emergent Literacy,Grade 3,Elementary School Students,Elementary School Teachers,Teacher Motivation,Teaching Load,Reading Instruction,Phonics,Foreign Countries

Purpose: This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRACADABRA; hereinafter, ABRA)--a web-based literacy program designed by Concordia University in Canada--on third-grade students in Nanjing, China. Design/Approach/Methods: Participants comprised 999 students from three treatment schools (N = 711) and three control schools (N = 288). Three different approaches were used in the treatment schools: namely, a computer laboratory once a week, noontime study after lunch, and single-game instruction (SG) during every English lesson. Interviews were also conducted with teachers, producing qualitative data. Findings: Following 20 weeks of intervention, the overall effect size was +0.05. The SG group reflected the smallest effect size (d = -0.52). The noontime study group produced an effect size of 0.39, and the laboratory group an effect size of 0.55. This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts. In doing so, this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload, resulting in passive roles and low ABRA program intensity. Originality/Value: The results of this study indicate that ABRA is an effective means of improving Chinese students' English literacy skills. Results also underscore the need for critical measures to encourage teachers to actively participate in the program.
Resilience Factors in College Students at Risk of Depression
Author: Marcotte, Diane
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Depression (Psychology),Symptoms (Individual Disorders),Risk,At Risk Students,Student Adjustment,Student Attitudes,Goal Orientation,Family Relationship,College Freshmen,Measures (Individuals),Comparative Analysis,Questionnaires,French,Anxiety,Negative Attitudes,Family Characteristics,Family Environment

The college transition constitutes a vulnerability period for at-risk students. Although several risk factors associated with depression have been identified in the young adult population, very few studies to date have focused on the aspect of resilience during this academic transition. In the present study, a subgroup of resilient students, who did not report depressive symptoms despite experiencing some family risk factors, was compared to a subgroup of depressive students. The results revealed that, among these variables, a low level of dysfunctional attitudes related to dependency and well-defined personal goals can be considered as being higher resiliency variables.
The Open Page Project: Putting Digital Learning Principles into Practice for Pre-Service Educators
Author: Stewart, Bonnie
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Principles,Open Educational Resources,Teacher Education Programs,Program Descriptions,Video Technology,Audio Equipment,Educational Technology,Technological Literacy,Preservice Teachers,Undergraduate Students,Authentic Learning,Assignments,Web Sites,Individualized Instruction,Teaching Methods,Distance Education,Universities,Foreign Countries

This paper overviews an open educational resource (OER) project aimed at developing digital literacies and open educational practice within a Faculty of Education. The project, titled The Open Page, modelled and enacted three core digital learning principles--&quot;produsage,&quot; presence, and authentic audiences--for a broad audience of faculty and educators through the creation of videos and podcasts about educational technology tools. Designed to enable Bachelor of Education students to work towards authentic assignments and open practice, while leading professional development for faculty and practicing teachers, &quot;The Open Page&quot; also developed student literacies in assessing and evaluating educational technology platforms. The project's video and podcast outputs, showcased on the official University of Windsor Faculty of Education website, reflect intensive student research into the classroom uses, data implications, and differentiated learning possibilities of digital classroom tools. The paper will introduce readers to the principles and pedagogy that shaped the design of The Open Page and examine its efforts to create a common conversation about digital learning between educators at all levels.
What Can China Learn from Evidence-Based Educational Reform? A Comparative Review of Educational Technology Programs&apos; Effects on Mathematics Achievement
Author: Xie, Chen
Date: 2021-03-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Change,Educational Technology,Technology Integration,Program Effectiveness,Mathematics Achievement,Elementary Secondary Education,Comparative Education,Educational Research,Foreign Countries

Purpose: This review contrasts the U.S. and Chinese mainland in terms of educational technology programs' effects on mathematics achievement. The existing evaluation studies are assessed and compared, especially from the perspective of research quality. Moreover, this review finds out what intervention programs work in these two countries and classifies evidence levels of effective programs. Design/Approach/Methods: A systematic review and meta-analysis method is used. Findings: The application of educational technology programs produced a better effect in Chinese mainland than in the U.S., however, the quantity and quality of evaluation studies is concerning in Chinese mainland. Since 2010, four programs in the U.S. and one program in Chinese mainland have qualified for strong evidence of effectiveness, which are worthy of receiving scale-up grants. Originality/Value: This is the first systematic review to contrast the U.S. and China in terms of educational technology programs' effects on mathematics achievement. Determining what works through high-quality experiments is probably the most important requirement for evidence-based reform in education. This review compares the developments of the U.S., a leader of the movement, with those of China, an undecided observer. The review may provide enlightenment for the undecided countries and regions.
The Greater Bay Area (GBA) Development Strategy and Its Relevance to Higher Education
Author: Xie, Ailei
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Economic Development,Geographic Regions,Educational Cooperation

Purpose: This article provides a policy review of the Greater Bay Area (GBA) development strategies and their relevance to higher education. Design/Approach/Methods: This article reviews key GBA policies adopted by the central government of China and interprets higher education cooperation policies at provincial and national levels before discussing the opportunities and challenges for higher education. Findings: The GBA Development Strategy aims to build an integrated, innovative, and internationalized economy. It presents an opportunity for universities to attract new funding opportunities as well as to prepare graduates to play a key role in the GBA. The shift toward a high-tech service-led economy would hinge upon creating an effective partnerships platform between industry and higher education institutions. To do so would require greater institutional and professional autonomy for the academic research enterprises. There is also a need for evidence-based policies by the Central and GBA regional governments. Originality/Value: The article examines the state of the relationship between GBA strategies and higher education cooperation. It can be used to guide policies to promote higher education cooperation in the GBA in a more integrated, innovative, and internationalized way.
Evidence-Based Education: The (Not so Simple) Case of French-Speaking Belgium
Author: Dachet, Dylan
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Evidence Based Practice,French,Educational Change,Teaching Methods,Case Studies,Educational Resources,Educational Policy,Policy Analysis,Excellence in Education,Program Development,Change Strategies,Comparative Analysis,Program Implementation,Decision Making,Comparative Education

Purpose: Taking the case of educational reform in French-speaking Belgium (the &quot;Pact for Educational Excellence&quot;), this article aims to describe the process of integrating evidence-based education (EBE) into an educational reform within a country where the influence of qualitative research is important. Design/Approach/Methods: A narrative case study was conducted to analyze and understand the stages of the ongoing educational reform process and the successive involvements of our research center in the work of this reform. Inspired by the paradigm of EBE, we initiated both the consultation processes intended to set the direction of educational decisions and programs. Findings: According to Slavin (2017, 2019), providing educator-friendly reviews, making available a broad range of proven education programs, and providing resources to help schools to implement proven programs are levers for implementing evidence-based reform within an educational system. This article shows that one of the three levers is fully met. For the other two, work being done on EBE in the U.S. and the UK in particular can save us time. Originality/Value: This article highlights concrete actions that will ensure the gradual establishment and acceptance by political and educational actors of an evidence-based reform.
Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status
Author: McCormick, Meghan P.
Date: 2021-04-00
Type: Journal Articles
Subjects: Language Skills,Mathematics Skills,Preschool Children,Summer Programs,Child Care,Low Income Students,Minority Group Students,English Language Learners,Program Effectiveness,School Readiness,Kindergarten,Urban Schools,Public Schools,White Students,Skill Development

This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.
Developing and Assessing Intercultural Competence during a Mobility Programme for Pupils in Upper Secondary School: The &quot;Intercultura Assessment Protocol&quot;
Author: Baiutti, Mattia
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Measures (Individuals),Outcomes of Education,Student Mobility,International Education,Secondary School Students,Action Research,Longitudinal Studies,Self Concept,Reflection,Metacognition,Critical Thinking,Foreign Countries,Scoring Rubrics,Study Abroad,Observation,Teacher Attitudes

Although pupil mobility is a core educational activity within the process of internationalising secondary school education, only modest efforts have been made to investigate pupil mobility in upper secondary school and how to asses it. The aim of this article is twofold. First, it presents an assessment framework--the &quot;Intercultura assessment protocol&quot; (IAP). The IAP, which was designed through action research in the context of the Italian upper secondary school, is composed of a set of tools and follows a multimethod, multiperspective and longitudinal approach. Second, the article shows the pedagogical value of the IAP. Indeed, results suggest that some of the IAP's tools, especially those requiring deep reflection on the self and on the intercultural experience, foster pupils' self-awareness and critical thinking. These form key aspects of intercultural competence, which is one of the principal expected learning outcomes of pupil mobility.
Taking a Pass on Assessment Grades for a Career Focused Tour of the Middle East
Author: Hardy, Mat
Date: 2021-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Travel,Elective Courses,Units of Study,Undergraduate Students,Career Development,Political Issues,Grading,Individual Development,Experiential Learning,Writing (Composition),Foreign Countries,Capstone Experiences,Career Choice,Student Attitudes,Program Descriptions,Refugees,Writing Assignments,Study Abroad,Feedback (Response),Conflict

The Middle East Study Tour (MEST) is a capstone elective unit that stands alone as a credit module towards an undergraduate degree. The tour has the dual purposes of exposing students to the Middle East region's political challenges and better illuminating potential career paths for life after university. But is one student's personal discovery (or their ability to express it in writing) more valuable than another's? Attaching a numerical grade to such endeavours would seem to support that idea. For this reason, the MEST uses an 'Ungraded Pass' approach to the assessments. That is, the students pass the assignments (and the module) by submitting their work, but without any score being awarded. This article explains the mechanisms the MEST uses for assessment and how this aligns with the goal of the program to expose students to the real world of political struggles and personal development. It utilises feedback from the participating students to provide a discussion on a program that has a slightly different focus to most of the existing study abroad literature.
The Bentley Global Experience Initiative: An Application of Assessment Data towards Pedagogical Development
Author: Berdrow, Iris
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Undergraduate Students,Measures (Individuals),Cultural Awareness,Longitudinal Studies,Self Evaluation (Individuals),International Education,Correlation,Educational Experience,Curriculum Design,College Faculty,Global Education,Outcomes of Education,Intercultural Communication,Program Descriptions,Student Attitudes,Workshops,Second Language Learning,Second Language Instruction,Pandemics,COVID-19,Lifelong Learning,Student Centered Learning,Study Abroad

Since 2009, Bentley University has engaged in assessment of intercultural effectiveness in undergraduate students. The instrument used was the Intercultural Effectiveness Scale, which measures six dimensions using a self-report instrument. The longitudinal data analysis showing results in correlation and causation indicated that while international education experiences have a significant positive effective on Global Mindset, they do not indicate a positive significant effect on other dimensions of intercultural effectiveness (Berdrow, Woolford, Skaletsky, Bird; 2020). In 2018, Bentley University engaged in a curriculum design process to re-envision its undergraduate core curriculum. Taking the opportunity to apply lessons from the assessment of intercultural effectiveness, a component of the new design was the Global Experience. This paper briefly outlines the assessment initiative and the curriculum design outline, with an emphasis on the creation of the Bentley Global Experience Initiative, a comprehensive program supporting faculty and students.
Assessment as Pedagogy in a Compressed-Format Summer Physics Abroad Program
Author: Ho, Hsiu-Zu
Date: 2021-00-00
Type: Journal Articles
Subjects: Minicourses,Physics,Study Abroad,Biological Sciences,Undergraduate Students,Student Evaluation,Formative Evaluation,Cooperative Learning,Feedback (Response),Intervention,Metacognition,Cultural Awareness,Foreign Countries,Problem Solving,Critical Thinking

This paper examines the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system. Using qualitative case study methodology, the study investigated the major pedagogical functions of assessments and their implications on student learning across three international sites. Findings from interviews, focus groups, and survey responses of international physics instructors indicated that instructors accommodated the unique program format and student cohort by fostering a highly supportive and collaborative environment for frequent formative assessments, feedback, and intervention. These pedagogical developments provide students the opportunity to learn physics intensively and gain disciplinary, metacognitive, and intercultural understanding.
Capturing Photo Narratives in Short-Term Study Abroad
Author: Nguyen, Annie
Date: 2021-00-00
Type: Journal Articles
Subjects: Photography,Study Abroad,Student Attitudes,Cultural Awareness,Ethnography,Visual Aids,Learning Processes,Personal Narratives,College Students,Educational Experience,Empathy,Student Adjustment,Assignments

In a qualitative study, photo narratives from eight students covering eighty total photos were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas. Photos and their connected narrative interviews were examined for compositional focus, statements connected to intercultural growth, and whether photos were related to planned program activities. Given the growing visual libraries of students, this research provides an initial look at ways digital media already exists in study abroad. Moving forward, photo narratives offer the potential for education abroad leaders to embrace digital media while enhancing intercultural learning through structured assessments rooted in visual theory and photoethnography to better prepare and reveal students' stories, learning, and intent.
Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs
Author: Cartwright, Chris
Date: 2021-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Study Abroad,Learning Experience,Instructional Design,Cultural Awareness,Measures (Individuals),Scoring Rubrics,Teaching Methods,Learning Processes,Masters Programs,Business Administration,Education,Business Schools,Management Development,International Studies,Summer Programs,Check Lists,Assignments,Comparative Analysis,Student Evaluation,Design,Foreign Students,Intercultural Communication,Graduate Students

Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a &quot;glocal&quot; learning experience course. Learners were assessed using the Intercultural Effectiveness Scale (IES) and the AAC&amp;U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.
A Systematic Review of Studies Addressing the Implementation of the Evidence-Based Whole-School Reform &quot;Success for All&quot;
Author: van Kuijk, Mechteld
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Change,Program Effectiveness,Evidence Based Practice,Program Implementation,Cross Cultural Studies,Academic Achievement,Educational Improvement,Fidelity,Foreign Countries,Reading Instruction,Reading Programs,Cooperative Learning,Special Needs Students,Attendance,Family Involvement,Grouping (Instructional Purposes),Research Reports,Elementary School Students,Tutoring

Purpose: The effectiveness of the 14-component evidence-based whole-school reform Success for All (SfA) has been well established, but research on its implementation is limited although fidelity of implementation is vital for the effectiveness of such a program. This review sheds light on this issue. Design/Approach/Methods: A systematic literature review was conducted to acquire an overview of qualitative and quantitative aspects of SfA's implementation in primary schools as well as to identify stimulating and hindering factors when implementing SfA. Sixteen studies, conducted in the United States and the United Kingdom, were included in this review. Findings: Results indicate that 48% of schools implemented SfA at the minimal level, 45% at a more advanced level, and 7% at an insufficient level. Information on the implementation for each of the 14 components was rare. Most of the factors that affected implementation were hindering factors rather than stimulating ones. For successful implementation of this evidence-based program, the crucial factors appear to be leadership, fulfilling organizational conditions, staff development, and relentlessly implementing all 14 components together. Originality/Value: This review shows that for an evidence-based program to be effective, implementation fidelity is a very serious concern, which needs to be addressed systematically.
Real Analysis Mathematical Knowledge for Teaching: An Investigation
Author: Patterson, Blain
Date: 2021-02-00
Type: Journal Articles
Subjects: Correlation,High School Teachers,Mathematics Instruction,Mathematics Teachers,Teacher Education Programs,Task Analysis,Pedagogical Content Knowledge,Teaching Methods,Problem Solving,Course Content

The goal of this research was to investigate the relationship between real analysis content and high school mathematics teaching so that we can ultimately better prepare our teachers to teach high school mathematics. Specifically, I investigated the following research questions: (1) What connections between real analysis and high school mathematics content do teachers make when solving tasks?; and (2) What real analysis content is potentially used by mathematics teachers during the instructional process?