ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Cooperation and Exchanges: An Emerging Issue
Author: Wood, Duncan
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Cooperation,International Educational Exchange,International Cooperation,Student Exchange Programs,Foreign Countries,Human Capital,Educational Improvement,Universities,Intercollegiate Cooperation,Foreign Students,College Students,Undergraduate Study,Graduate Study,Study Abroad,Educational Finance

At a time when the Mexican and United States governments are looking for an opportunity to diversify the bilateral agenda and strengthen the economic relationship, there is an urgent need to focus on the long term challenges of competitiveness and human capital in the region. Questions of infrastructure, standards, border procedures and energy are all crucial to this equation, but an emerging issue that has been little discussed in the public sphere is that of educational cooperation. Several experts and government officials have long recognized this as a potential growth area in the bilateral relationship, but there are now greater opportunities than ever to further develop educational collaboration. This report looks at: (1) The Educational Context in the Two Countries; (2) The challenge facing Mexico-U.S. educational exchanges; and (3) Improving the system of Mexico-U.S. student exchanges.
The Need for Integrating Social and Behavioral Sciences in the Indian Medical Curriculum
Author: Zayapragassarazan, Z.
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Education,Health Sciences,Curriculum Development,Foreign Countries,Diseases,Social Influences,Health Behavior,Biology,Health Services,Physicians,Public Policy,Physician Patient Relationship,Behavioral Sciences,Economic Factors,Sociocultural Patterns

Behavior, social, psychological, and biological factors affect health and disease. It is widely recognized that behavioral and social sciences should become an integral part of medical training. Integrating behavioral and social science into the curriculum is a key issue emphasized in many research. Despite the critical role of behavior and social science in health-care performance, these have not been effectively incorporated in the medical and allied health sciences curriculum. This article emphasizes the role, purpose, and importance of social and behavioral science in the medical curriculum. It also discusses how effectively these domains can be integrated into the medical school curriculum to train future doctors in social and behavioral sciences relevant to medical practice. Such medical education and training will help future doctors to practice with a fully informed medical system.
Rasch Analysis of the University Student Depression Inventory (USDI) Using the Polytomous Partial Credit Model
Author: Balbuena, Sherwin E.
Date: 2021-10-00
Type: Journal Articles
Subjects: Item Response Theory,Likert Scales,College Students,Depression (Psychology),Psychometrics,Error of Measurement,Foreign Countries,Goodness of Fit,Models,Test Bias,Gender Bias

The University Student Depression Inventory (USDI; Khawaja and Bryden 2006) is a 30- item scale that is used to measure depressive symptoms among university students. Its psychometric properties have been widely investigated under the classical test theory (CTT). This study explored the application of the polytomous Rasch partial credit model (PCM) in evaluating the USDI using response data from a sample of Filipino university students (n = 441). Using sequential tests under the Rasch measurement framework, model fitting was performed through item- and person-fit analyses to detect and address possible sources of measurement noise, followed by tests of local independence and differential item functioning (DIF). Results revealed that the original scale contained five misfitting items (6, 7, 10, 12, 20); hence, the deletion of such items was proposed to provide a new but psychometrically sound measure of student depression. Further analysis of the data detected person misfits whose responses were removed in subsequent analyses of local independence and DIF. One pair of locally dependent items (25, 26) and three gender-biased items (1, 3, 8) were detected, which necessitates further item review for possible idiosyncratic meanings. This study showed that Rasch analysis of self-reported questionnaires like the USDI can complement factor analytic approaches, especially in the detection of multiple sources of measurement errors that may undermine the quality of survey data.
Challenges and Opportunities in a Local College in Time of COVID-19 Pandemic
Author: Paguio, Darwin P.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Barriers,Higher Education,College Faculty,School Personnel,School Closing,Foreign Countries,Adjustment (to Environment),Alignment (Education),Teacher Competencies,Readiness,Educational Technology,Technology Uses in Education,Online Courses,Mental Health,Health Services

The COVID-19 pandemic has presented challenges and opportunities to higher education institutions all over the world. This paper adds to the growing literature on new perspectives in education amidst the global pandemic. It discusses challenges and opportunities in the context of a local higher education institution. Inputs from teaching and non-teaching personnel were considered. Documentary analysis of proposed transition plans and actions plans from the different departments of the college was made. Recommendations to address these challenges were presented, which served as a basis in the formulation of a transition program in upgrading/sustaining quality education in a local college attuned to the needs of the times.
Impact of Teaching Cohesive Devices to Iranian EFL Learners: Case of IELTS Writing Task 2 Examination
Author: Marashi, Syed Mojtaba
Date: 2020-00-00
Type: Journal Articles
Subjects: Connected Discourse,English (Second Language),Second Language Learning,Language Tests,Discourse Analysis,Semantics,Difficulty Level,Writing Tests,Text Structure,Action Research,Test Preparation,Writing Instruction,Grammar,Form Classes (Languages),Second Language Instruction,Indo European Languages,Native Language,Foreign Countries

The notion of &quot;textuality&quot; encouraged Halliday and Hasan in 1976 to present their model of discourse analysis through raising questions about whether &quot;cohesion&quot; was a semantic concept or a structural relation, whether a text was a structural unit or not or even if there were semantic or structural relationships within a text. Cohesion was like the glue that unified the meaning within a text through binding the textual elements. Tackling relations of meaning and references in a text was often related to cohesion. A text can be cohesive if its units were bound together with explicit or implicit relations. Cohesion was often defined as the network of lexical, grammatical, and other relations which provide links between various parts of a text. The units of a cohesive text were not just a random set of sentences. Writing section on IELTS was commonly considered one of the most difficult parts of test. The test takers cannot even understand what to do with the tasks provided. They eventually wrote without knowing the expected direction. Therefore, there should be a fast way to equip students well to successfully cope with such hindrances. This research was an action research report of 10 students to make them better understand and answer writing tasks on IELTS test by employing probing techniques as one of test taking strategies. As the result, teaching material about cohesive devices, according to criteria and references to IELTS writing task 2, could help students to understand of their logic on writing proper materials.
Teaching Reading to EFL Freshman Students with Mind Mapping Software
Author: Al-Jarf, Reima
Date: 2021-03-00
Type: Journal Articles
Subjects: Reading Instruction,College Freshmen,Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,Cognitive Mapping,Teaching Methods,Text Structure,Computer Software,Reading Tests,Student Attitudes,Positive Attitudes,Translation,Majors (Students)

Freshman students learning English as foreign language have problems in comprehending English texts such as inability to identify main ideas, paragraph topics, supporting details and the organizational structure of a text. They have difficulty writing a summary or making an outline of the main ideas and important supporting details in a single, or multiple paragraphs. Numerous studies in the literature have shown the positive effects of using mind maps in teaching and learning a variety of subjects. Since many EFL instructors are unfamiliar with mind maps and mind-mapping software, this study proposes the integration of mind maps in reading instruction and the utilization of mind-mapping software to help the students relate a central idea or topic in a text to related subtopics or details, help them understand the organizational structure of a text, identify the text structure type (classification, chronology, enumeration, compare contrast and others) and locate signaling devices. Making reading mind maps using the mind-mapping software begins with a word or image that symbolizes the topic of the reading text in the middle of the screen. While reading the text paragraph by paragraph, main branches are added for each paragraph topic. Sub-branches are added for each important detail related to a particular topic (main branch). Colors are used for the main and minor branches. Constructing reading mind maps can be used as a reading or a post-reading activity. Reading test results showed that the mind-mapping software was effective in enhancing reading comprehension among EFL freshman students. The students also had positive attitudes towards mind mapping and reading English texts. Students found the mind mapping software to be fun and helpful in comprehending and organizing ideas in a text. The study recommends the integration of mind-mapping software in other language skills courses offered by the college.
Psychometric Defensibility of the Intervention Selection Profile -- Social Skills (ISP-SS) with Students at Risk for Behavioral Concerns
Author: Kilgus, Stephen P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Psychometrics,Intervention,Interpersonal Competence,At Risk Students,Behavior Problems,Behavior Disorders,Elementary School Students,Middle School Students,Factor Analysis,Test Validity,Test Reliability,Clinical Diagnosis,Accuracy,Behavior Rating Scales

The purpose of the current study was to examine the validity and diagnostic accuracy of the &quot;Intervention Selection Profile-Social Skills&quot; (ISP-SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants (n = 71) rated each of these students using both the ISP-SS and the &quot;Social Skills Improvement System -- Rating Scales&quot; (SSiS-RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP-SS structural validity, indicating ISP-SS items broadly conformed to a single 'Social Skills' factor. Follow-up analyses suggested ISP-SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to .86. Correlational analyses supported the concurrent validity of ISP-SS items, finding each ISP-SS item to be moderately or highly related to its corresponding SSiS-RS subscale. Finally, analyses indicated three of the seven ISP-SS items demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP-SS is to be appropriate for use in schools. Implications for practice and future research are discussed. [This paper was published in &quot;Psychology in the Schools&quot; (EJ1207669).]
Self-Explanation Prompts Explained
Author: McGinn, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Thinking Skills,Mathematics Instruction,Teaching Methods,Alignment (Education),National Curriculum,Foreign Countries,Teacher Attitudes,Mathematical Concepts,Prompting,Elementary School Students

Research shows that students benefit when they explain their mathematical reasoning (e.g., Booth et al., 2015); however, not all students will do this on their own without being prompted (Berthold, Eysink, &amp; Renkl, 2009). Self-explanation prompts are questions posed to a student that encourage the student to explain what they have learned (Rittle-Johnson, Loehr, &amp; Durkin, 2017). While self-explanation prompts can be used in a variety of ways in the classroom, this article will focus on the use of these prompts conjoined with worked-examples; in such cases, students are asked to study a worked-example--an example of a potential solution to a mathematics problem that is already completed--and are then prompted to explain the reasoning behind the procedure used to solve the problem (see Figure 1 for an example). These worked-examples and self-explanation prompts are presented to students in the form of a worksheet, with the expectation that students will explain the reasoning of others through their writing. This task is suggested as an alternative type of classroom activity that teachers could use rather than a string of traditional practice problems. This article provides instructions for creating and revising your own self-explanation prompts for your students. It then describes how these prompts are aligned with the Australian Curriculum: Mathematics (Australian Curriculum, Assessment &amp; Reporting Authority [ACARA], n.d.), the benefits of using self-explanation prompts paired with worked-examples, and teachers' perspectives on using this tool. [This article was published in &quot;Australian Primary Mathematics Classroom&quot; (EJ1288974).]
Writing Informational Text Using Provided Information and Text Structures: An Intervention for Upper Elementary Struggling Writers
Author: Hebert, Michael
Date: 2018-00-00
Type: Reports - Research
Subjects: Writing Instruction,Intervention,Writing Skills,Elementary School Students,Grade 4,Grade 5,Cognitive Processes,Difficulty Level,Teaching Methods,Writing Strategies,Text Structure,Writing Difficulties

Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The &quot;Structures Writing&quot; intervention was developed to improve the informational text writing skills of 4th and 5th grade struggling writers by reducing the cognitive load associated with reading source text and teaching students to organize information using text structures. In the current study, sixty-one 4th and 5th grade struggling writers were randomly assigned to receive the &quot;Structures Writing&quot; intervention. Students in the &quot;Structures Writing&quot; intervention were provided with information in &quot;frames&quot; and taught to write informational passages using three text structures (i.e., simple description, compare/contrast, sequence). To do so, the students were taught a strategy for picking the topic and structure of their writing, organizing facts for the text structure, and writing the facts in paragraph form. They were also taught to include text structure features, including signal words, transition words, grouping similarities and differences, etc. At post-test, students who received the &quot;Structures Writing&quot; intervention statistically significantly outperformed the control group on researcher-created measures of simple description writing (d = 0.66), compare/contrast writing (d = 0.61), and sequence writing (d = 0.94). Results also indicate students in &quot;Structures Writing&quot; intervention condition statistically significantly outperformed the math-writing group on a measure of identifying text structures in reading passages (d = 0.94). No other statistically significant differences were found between the groups. The implications and future directions for the development of the &quot;Structures Writing&quot; intervention are discussed. [This paper was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; v31 p2165-2190 2018 (EJ1193942).]
CoSIM (Comics Cum Sim): An Innovative Material in Teaching Biology
Author: Samosa, Resty C.
Date: 2021-04-00
Type: Journal Articles
Subjects: Cartoons,Teaching Methods,Instructional Effectiveness,Biology,Science Instruction,Scientific Concepts,Intervention,Pretests Posttests,Student Attitudes,Positive Attitudes,Science Achievement,Achievement Gains,Instructional Innovation,Foreign Countries,Grade 11,High School Students

The study assessed the effectiveness of developed comics as strategic intervention material on teaching biology, particularly photosynthesis. The study also determined the attitudes of the students on the use of developed CoSIM. Moreover, the study provided results on the mean difference between the pre test and posttest performance of the students and significant relationship between the level of academic performance and the attitudes when aided by developed strategic intervention materials. In addition, the researchers made used of validated pretest-posttest and attitude survey-questionnaire as the primary tools of the study. The findings showed that the developed comic was effective as strategic intervention material in teaching biology concepts, on photosynthesis. The students have high positive attitude toward the developed CoSIM. There was a significant difference between the pre-test and posttest mean scores of the students. More so, students' academic performance significantly high positive relationship to the students' attitude toward the utilization of CoSIM in teaching biology, particularly photosynthesis. Future utilization of this CoSIM as an strategic instructional material would raise students' academic performance and attitude in teaching specific science concepts.
Exploring Solutions to Address Students&apos; Social Competencies to Facilitate School Success: A Usability and Feasibility Study
Author: Common, Eric Alan
Date: 2019-00-00
Type: Reports - Research
Subjects: Interpersonal Competence,Intervention,At Risk Students,Emotional Problems,Behavior Problems,Program Effectiveness,Barriers,Skill Development,Grade 2,Grade 3,Elementary School Teachers

In this methodological illustration, we examined Tier 2 social skills interventions to support school success for students with or at risk for emotional or behavior disorders. We presented findings examining the usability and feasibility of the &quot;Social Skills Improvement System -- Intervention Guide and Positive Action Counselor's Kit,&quot; which emphasize teaching and reinforcing social skills associated with success within and beyond school settings. We described how data-informed decision-making processes were conducted to design, implement, and evaluate social skills interventions, including monitoring student outcomes across the two programs. We end with a discussion of barriers and enablers toward conducting data-informed social skills interventions in authentic educational settings. [This paper was published in &quot;Education and Treatment of Children&quot; v42 n4 p489-514 2019 (EJ1229803).]
Debunking Myths and Misinformation: Testing Claims of Harm in Federal Investigations
Author: Nguyen, Mike Hoa
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Misconceptions,Asian American Students,Racial Bias,Federal Legislation,Investigations,College Admission,Outcomes of Education

One key argument in the ongoing affirmative action debate is that Asian American students who are not accepted to their first-choice college face a number of negative consequences. This was Coalition of Asian American Associations (CAAA) and Asian American Coalition for Education's (AACE) primary argument in their formal complaints filed to the US Department of Justice (DOJ) and US Department of Education. Based on these complaints, DOJ's Civil Rights Division launched an investigation into Harvard and Yale's admissions process in 2017 and 2018, respectively. These ongoing federal investigations pose serious implications and consequences for colleges and universities across the country. Despite the attention given to the complaints, the claims made were not empirically supported by data. Therefore, this research brief tests AACE and CAAA's claims to determine if Asian American students actually face negative consequences if they do not attend their first-choice institution. [For a related article, &quot;Asian Americans, Admissions, and College Choice: An Empirical Test of Claims of Harm Used in Federal Investigations,&quot; see EJ1272555.]
Growing up and Growing Older: Books for Young Readers©--Counteracting Ageism and Promoting Positive Aging (Preschool-Third Grade)
Author: McGuire, Sandra L.
Date: 2022-00-00
Type: Reference Materials - Bibliographies
Subjects: Aging (Individuals),Social Bias,Negative Attitudes,Childrens Literature,Reading Lists,Aging Education,Prevention,Cultural Pluralism,Teaching Methods,Preschool Education,Elementary School Students

Ageist attitudes permeate society, are readily transmitted, and are perpetuated from generation to generation. These attitudes are a prejudice against our future selves. Research has consistently shown that children as young as preschool evidence ageist attitudes, these attitudes become more negative as the child grows older and tend to become self-fulfilling prophecies. It is important to counteract ageism and promote accurate concepts about aging with young children. Carefully selected children's literature can help to prevent and counteract ageist attitudes. This annotated booklist is a compilation of early children's literature (PS-3rd grade) that contains positive, meaningful portrayals of aging. Booklist books help children view aging as a time of continued growth, development, creativity, and fulfillment. The booklist contains a listing of favorite books along with multicultural and topical listings.
A Cost-Benefit Analysis of Accelerating Opportunity. Research Report
Author: Kuehn, Daniel
Date: 2017-11-00
Type: Reports - Research
Subjects: Cost Effectiveness,Student Costs,Vocational Education,Basic Skills,Outcomes of Education,Employment Level,Labor Market,Program Evaluation,Credentials,Community Colleges,Career Pathways,Program Costs,State Aid,Two Year College Students,Technical Institutes,Adult Students,Adult Education

This report presents the findings of the cost-benefit analysis of Accelerating Opportunity, an initiative designed to help adults with low basic skills earn industry-recognized credentials in high-growth occupations and succeed in the labor market. It compares the value of the benefits associated with AO--principally labor market benefits--with the costs of the initiative for each of the four participating states: Illinois, Kansas, Kentucky, and Louisiana. In AO's first three years, students in Illinois, Kansas, and Louisiana experienced a net benefit to participating in AO, but only Kansas saw a net social benefit. [For the reports from the first three years of Accelerating Opportunity, see ED559305, ED559322, and ED618150.]