ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of an International Experience Requirement, Year in School, and Preferred Program Duration on Student Interest in Study Abroad
Author: Richart, Adrienne F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Educational Experience,College Students,Graduation Requirements,Student Interests,International Education,Student Attitudes,Research Universities,Goal Orientation,Student Surveys,Comparative Analysis,Statistical Analysis,Scores,Student Motivation,Self Determination

Several compelling rationales have driven dramatic increases in the number of students that U.S. American postsecondary institutions send abroad each year. The rationales are political, academic, cultural/social, and economic in nature and undeniably integral to developing graduates who are prepared to compete in the global arena. This study was conducted at a large research university in the western U.S.A that shares many postsecondary educational institutions' goal of increasing the number of students engaged in international experiences. To achieve this goal, this institution has implemented an international experience requirement (IER) for approximately 30 disciplines. The aim of this research was to: (1) determine if there exists a difference in desired program duration between students who are subject to the IER and those are not; (2) establish whether degree of interest in study abroad differs by year in school; and (3) examine differences in degree of interest in study abroad by the existence or absence of the IER, preferred program duration, and the interaction of these factors. The author's intent was to augment the cumulative understanding of the field of international education by exploring the area of required international experience, which to date has not been adequately studied. As institutions take measures to send larger proportions of their student body abroad this topic will become increasingly relevant. Existing studies in this area are discussed.
Foreign Language Learning: Strategies in the Context of STEM Education (Estrategias de Aprendizaje de Lenguas Extranjeras en el Contexto de la Educación STEM)
Author: Han, Turgay
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Learning Strategies,STEM Education,Undergraduate Students,Engineering Education,State Universities,Student Surveys,Interviews,Language Skills,Vocabulary Development,Pronunciation,Mixed Methods Research,Statistical Analysis

This study aims at providing an insightful evaluation of the EFL strategies used by first-year STEM (science, technology, engineering, and mathematics) students, and their perceptions of their own use of strategies. The 147 participants were undergraduate level, first-year engineering students at a state university in Turkey. Their ages ranged from 18 to 24. They took the Young Learners' Language Strategy Use Survey (LSS). In addition, a sub-sample of students was interviewed about the strategies they used in learning language skills. The results showed that the students tended to employ various strategies in learning different language skills, but did not frequently use or practice these strategies. Further, vocabulary strategies and pronunciation skills were believed to be effective in conveying and deciphering meaning. These results suggest that language learning strategy training should be provided in STEM education.
Effects of Classroom Assessment Practices in a Foreign Language Reading Course (Efectos de las Prácticas de Evaluación en el Salón de Clase de un Curso de Lectura en Lengua Extranjera (LE))
Author: Medina, Sergio Alonso Lopera
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Alternative Assessment,English (Second Language),Language Teachers,Qualitative Research,Learning Processes,Foreign Countries,Questionnaires,Observation,Focus Groups,Diaries,Teacher Attitudes,State Universities,Teaching Methods,Evaluation Methods,Case Studies,Language Tests,Graduate Students,Reading Skills,Reading Strategies,Reading Tests,Student Attitudes,College Faculty,Pretests Posttests,Statistical Analysis

This article analyzes the various types of information that alternative assessment and traditional assessment practices provided in an English foreign language (FL) reading course for graduate students at a public university in Medellín, Colombia. This study followed the principles of qualitative research, and a case study was used as a research method. There were five instruments to collect data: questionnaires, observations, tests, focus groups, and the diary of the teacher. Findings suggest that the assessment practices applied in this course helped students and teachers recognize that learning occurred. The assessment practices also helped language practitioners learn more about the teaching and learning processes in FL reading. Conclusions suggest that language practitioners should include both alternative and traditional assessment in order to have a wider picture of the process of teaching and learning.
Evidence of Critical Thinking in High School Humanities Classrooms (Evidencias del Pensamiento Crítico en las Clases de Ciencias Humanas en Bachillerato)
Author: Alfonso, David Vargas
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Private Schools,Qualitative Research,Content Analysis,Focus Groups,Humanities,Humanities Instruction,Teacher Effectiveness,Grade 8,Secondary School Teachers,High School Students,Persuasive Discourse,Student Motivation,Demography,Measures (Individuals),Feedback (Response),Observation

Critical thinking skills (CTS) are a group of higher order thinking abilities related with complex processes of learning like contextualization or problem solving. This exploratory research study identified whether critical thinking skills were present in high school humanities classrooms. The study was carried out in a private school in Bogotá, Colombia through qualitative methods and content analysis. The study sought to identify CTS in students' actual learning processes. Data collection techniques included classroom observations, document analysis and focus groups to identify skills in teachers and eighth grade students from a humanities-focused high school curriculum. Results demonstrated the presence of argumentation in written and oral classroom material. Analysis was also evidenced through questioning, inferencing and other exercises. Motivation was also an observable element, reflected in explicit expressions and gestures, and in the use of extra material in the classes.
Factors Affecting Academic Resilience in Middle School Students: A Case Study (Factores que Afectan la Resiliencia Académica en Estudiantes de Bachillerato)
Author: Rojas Flórez, Luisa Fernanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Resilience (Psychology),Case Studies,Low Income Students,Parents,Middle School Teachers,At Risk Students,Student Attitudes,Positive Attitudes,Student Motivation,Family Involvement,Measures (Individuals),Semi Structured Interviews

This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school is located in a low-income and marginalized area of the city, where social problems such as poverty and violence are common. Data collection techniques included document analysis, as well as interviews with teachers and parents. The data collection was focused on identifying how academic resiliency skills can be developed in vulnerable young people. It was found that it is possible to identify and describe different protective factors from the family, such as family guidance, family support, and opportunities for meaningful family involvement that explicitly foster academic resilience in at risk-students. It was also possible to address how individual characteristics also foster positive outcomes, including optimism, perseverance, or motivation.
Mitigation of Disagreement in Peer Review among L2 Learners and Native Speakers in a College Writing Class (Mitigación del Impacto de las Opiniones de Desacuerdo en el Proceso de Revisión por Pares entre Estudiantes de una Segunda Lengua y Hablantes Nativos en una Clase de Escritura a Nivel Universitario)
Author: Christoffersen, Katherine O'Donnell
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Second Language Learning,Native Speakers,English (Second Language),Second Language Instruction,Qualitative Research,Cultural Differences,Cultural Background,Introductory Courses,Incidence,Process Approach (Writing),Writing Instruction,Action Research,College Students,Teaching Methods,Language Usage,Pragmatics,Foreign Students,Classification

Peer review is now a commonplace practice in process-oriented writing instruction. A crucial aspect of peer review is assessing another classmate's work, which encompasses the act of disagreement. Given its prevalence in the classroom, it is necessary to analyze how L2 learners mitigate disagreement in the context of peer review with other L2 learners and native speakers. The present paper presents a qualitative analysis of action research from an introductory English writing class at the university level including native speakers of English and international students from different linguistic and cultural backgrounds. The conversation-based peer review sessions were analyzed for various mitigation strategies including token agreement, hedging, prefacing positive remarks and requests for clarification. The analysis shows that L2 learners and native speakers of English use similar mitigation strategies, and it demonstrates the co-construction of meaning in peer review interactions.
Using the EPOSTL for Dialogic Reflection in EFL Teacher Education (El Uso de EPOSTL para la Reflexión Dialógica en la Educación de los Docentes de Inglés como Lengua Extranjera)
Author: Schauber, Holli
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Faculty Development,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Foreign Countries,Pedagogical Content Knowledge,Knowledge Base for Teaching,Role,Reflection,Mentors,Portfolios (Background Materials),Preservice Teachers,Methods Courses,Student Research,Assignments,Lesson Plans,Teacher Certification

For many pre-service English as a Foreign Language (EFL) teachers and their mentors, the theory and practice driven European Portfolio for Student Teachers of Languages (EPOSTL) occupies a prominent and practical role in their preparation programs as a delivery system of core pedagogical skills and knowledge. Interest in the role that dialogical reflection plays in this process is studied in an EFL teacher education program at a Swiss university that relies heavily on the EPOSTL for the professional development awareness-raising. While the EPOSTL contributes valuable core knowledge to the processes of dialogic and mentored-reflection, certain program components provide more opportunities for scaffolded reflection than others.
The Differences between Spoken and Written Grammar in English, in Comparison with Vietnamese (Las Diferencias entre la Gramática Oral y Escrita del Idioma Inglés en Comparación con el Idioma Vietnamita)
Author: Thanh, Nguyen Cao
Date: 2015-00-00
Type: Journal Articles
Subjects: Oral Language,Written Language,Correlation,Grammar,English,Contrastive Linguistics,Vietnamese,Form Classes (Languages),Language Research

The fundamental point of this paper is to describe and evaluate some differences between spoken and written grammar in English, and compare some of the points with Vietnamese. This paper illustrates that spoken grammar is less rigid than written grammar. Moreover, it highlights the distinction between speaking and writing in terms of subordination and coordination. Further, the different frequency of adverbials and adjectivals between spoken and written language is also compared and analyzed.
Transformation: A Model for Restructuring the Preparation of English Teachers in Ecuador (Un Modelo para Reestructurar la Formación de Profesores de Inglés en Ecuador)
Author: Serrano, M. Elisabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Educational Change,Teacher Education,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Standards,International Education,Universities,Institutes (Training Programs),College Faculty,Educational Attitudes,Cooperation,Intensive Language Courses,Government Role

As English has become the language of business, the economy and social media around the world, it is more and more necessary to start teaching English in schools. Countries such as Ecuador have seen the immediate need to review how they prepare teachers of English to meet this new demand. This article shares a reflection on the process of moving from an autonomous university preparation program to a unified approach based on international standards for teachers of English in Ecuador. This transformation is discussed from four perspectives: the US Embassy in Quito that organized the effort; the facilitator who guided the process; the universities that train English teachers and whose programs were to be revised; and the language institutes that provide intensive English instruction to all university students. These last two points of view are provided by two academics that have been part of the group that collaborated in the creation of the proposal. The end result is a new curriculum based on international EFL/ESL teacher standards and, most importantly, created through collaboration among different entities that had not previously worked together.
Racial Identity Development and Academic Achievement of Academically Gifted African American Students: Implications for School Counselors
Author: Spencer, Natalie F.
Date: 2014-11-00
Type: Journal Articles
Subjects: African American Students,Academically Gifted,Academic Achievement,Racial Identification,Family Involvement,Case Studies,Intervention,School Counseling,Special Education,Talent Identification

Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to provide interventions school counselors can use with both students and parents as they advocate for underserved gifted students.
ADHD: Implications for School Counselors
Author: Branscome, Jennifer
Date: 2014-11-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Evidence Based Practice,Intervention,School Counselors,Clinical Diagnosis,Incidence,Misconceptions,Symptoms (Individual Disorders),Inservice Teacher Education,Training,Children

The focus of this article is to provide an overview of the current state of knowledge of ADHD and to provide evidence-based training interventions for school counselors. An overview of basic information about ADHD will be provided, including diagnosis, presentation, causes, prevalence, and common misconceptions. Evidence-based training interventions will provide information to school counselor for working with children with ADHD in the educational setting.
Study Abroad Reentry: Behavior, Affect, and Cultural Distance
Author: Gray, Kelsey M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Self Concept,Student Adjustment,Emotional Response,Reentry Students,College Students,Educational Experience,Intervention,Student Surveys,Student Attitudes,Measures (Individuals),Positive Attitudes,Cultural Differences,Correlation,Difficulty Level,Affective Behavior

Reentry has become a more focused aspect of study abroad in recent years as the field has moved away from a laissez-faire approach and toward an emphasis on intervention and support of study abroad students in their efforts to make sense of their experiences (Vande Berg, Paige &amp; Lou, 2012). Although not a new concept (Brathurst &amp; La Brack, 2012), reentry in its more recent incarnation can be seen as an opportunity for students to ratify and reconstrue their encounters with a foreign culture in a way that enhances a sense of self in an intercultural world (Selby, 2008). Despite its history and current popularity, many concepts and ideas about reentry rely on anecdotal, non-research based theorizing. The current study attempts to quantify two important aspects of reentry (behavioral readaptation and emotional response) in the context of measured factors that might impact the intensity of reentry challenges.
The MSA: An Instrument for Measuring Motivation to Study Abroad
Author: Anderson, Philip H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Motivation,Intention,Decision Making,College Students,Measures (Individuals),Reliability,Validity,Questionnaires,Multicultural Education,Individual Development,Career Development,Student Experience

While there is a growing body of research on study abroad programs, as Li, Olson, and Frieze (2013) observed, &quot;Research on study abroad has primarily focused on the effects or outcomes of study abroad participation on the students involved in these programs…Very limited attention has been devoted to studying factors affecting students' intention and decision to study abroad&quot; (p. 74). A variety of factors are likely to influence whether students choose to participate in a study abroad program, what program they select, and what benefits they realize from participation. If we hope to attract students to our programs and organize the programs to optimize the students' experience, it is imperative that we are aware of what these factors are and how they influence students' decisions. The focus of this paper is on the development of an instrument that accurately measures the key factors motivating a student's decision to study abroad.
The Effects of Studying Abroad and Studying Sustainability on Students' Global Perspectives
Author: Tarrant, Michael A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Sustainability,Student Attitudes,Global Approach,Undergraduate Students,Pretests Posttests,Student Surveys,Program Effectiveness,Statistical Analysis,Computer Software,Quasiexperimental Design

Study abroad has shifted from a marginal opportunity for higher education students to a core strategy of U.S. colleges and universities, considered integral in the mission to globalize the academic environment (Sutton, Miller &amp; Rubin, 2007). The assumption is that a broad set of efforts to expose students to alternate ways of viewing the world (including international education but also multicultural and sustainable education) nurtures a global awareness and world-mindedness (Merrill, Braskamp, &amp; Braskamp, 2012) though strong empirical support is lacking (McKeown, 2009; McLeod &amp; Wainwright, 2009; Sobania &amp; Braskamp, 2009; Streitwieser &amp; Light, 2010; Sutton &amp; Rubin, 2004). This study explores the effect of short-term study abroad programs (some of which explicitly focused on sustainability) on higher education students' global perspectives. Specifically, do studying abroad and/or studying about sustainability promote cognitive, intrapersonal, and social development beyond that achieved via on-campus courses?
Long-Term Impacts of Short-Term Study Abroad: Teacher Perceptions of Preservice Study Abroad Experiences
Author: Shiveley, James
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Student Experience,Preservice Teachers,Teacher Attitudes,Outcomes of Education,Foreign Countries,Comparative Education,Preservice Teacher Education,Education Courses,Instructional Effectiveness,Questionnaires

In recent years, teacher education programs across the country have worked to increase the focus on global competency among the skills needed for a beginning teacher. For the purposes of this study, global competency is defined as, &quot;a body of knowledge about the world regions, cultures, and global issues, and the skills and dispositions to engage responsibly and effectively in a global environment&quot; (Longview Report, 2009). This increased focus has resulted from a heightened understanding that America's youth need to be taught by teachers who are able to &quot;cultivate in young people a perspective of the world, which emphasizes the interconnections among cultures, species, and the planet&quot; (Chapman, Becker, Gilliom &amp; Tucker, 1982) and a call from many state departments of education to create initiatives designed to support and increase global education in the K-16 public school system. Many teacher education programs are working to provide study abroad experiences as a critical component of their programs. The efforts to incorporate a global dimension into an already crowded teacher education curriculum can be a challenge. The result is that many study abroad programs designed for teacher candidates last, by necessity, only a few weeks. Research on the effectiveness of such short-term experiences is mixed. The purpose of this study was to determine whether or not a short-term study abroad course, taken during preservice teachers' undergraduate program, had any lasting professional or personal impact once they become teachers.
Counseling Immigrant Students in the Schools
Author: Rowland, Karen D.
Date: 2014-11-00
Type: Journal Articles
Subjects: Immigrants,Elementary School Students,Grade 3,Grade 4,Grade 5,Student Needs,Counseling Techniques,Psychotherapy,School Counselors,School Counseling,Stereotypes

According to the 2010 United States Census, one out of every five children live in an immigrant family with either one or both parents being immigrants. This paper will explore the unique needs of children of immigrants who come to school as immigrant students. A discussion of the use of Reality Therapy as a counseling approach with this population is illustrated. Appropriate counseling techniques addressing immigrant students; academic, career and personal/social needs are addressed. A detailed classroom guidance related to the topic is included in the Appendix.
The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors
Author: Ruff, Sarah E.
Date: 2014-11-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Achievement,Grade 5,Elementary School Students,School Counselors,School Counseling,Low Achievement,Intervention,Program Effectiveness,Cognitive Processes,Academic Achievement,Measures (Individuals),Action Research,Social Influences,Mixed Methods Research

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to help overcome this nervousness. The effectiveness of a school counseling small group intervention to reduce math anxiety and increase achievement in fifth grade participants is presented.