ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Conversations with English Language Learners in Communication Centers
Author: Harrison, Erin Ellis
Date: 2020-00-00
Type: Journal Articles
Subjects: English Language Learners,Universities,Second Language Learning,Second Language Instruction,Language Teachers,Oral Language,Communicative Competence (Languages),College Students,Program Descriptions,International Education,Peer Relationship,Feedback (Response),Intercultural Communication,Native Speakers,Peer Teaching,Case Studies,Public Speaking,Academic Support Services

Communication centers often focus on supporting students' communicative competencies in public speaking but some centers have expanded this focus to include support for English language learners (ELLs). Armed with research on the value of conversation in language acquisition, the University Speaking Center has incorporated peer consulting of ELLs, known as conversation consultations, into its offered services and evolved over time through a collaborative process with student staff, English language instructors, and ELLs in efforts to be both effective and responsive to those who we seek to support. The motivation to support speakers in their ongoing process of becoming more confident and competent oral communicators has allowed for the development of a multifaceted model of service for ELLs at each level of language acquisition.
Is the Communication Center Racist? An Inquiry into Black Linguistic Justice, Antiracism, and Assimilation
Author: Ladva, Nimisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Communication Skills,Racial Discrimination,Black Dialects,Acculturation,Racial Bias,Educational Change,Academic Language,African American Students,Higher Education,Code Switching (Language)

Given the continuing harm that racism produces in the U.S. and the world, as well as the increased interest in anti-racist work, this paper asks: Is the work of the communication center racist? In the absence of an anti-racist praxis in every hire, in every tutoring session, in every workshop, in every training, the short answer is &quot;yes.&quot; The communication center is racist because it is assimilationist. It expects the absence of Black Language and the presence and production of White Mainstream English (WME) in the work it does. In this paper, I offer the example of my own experience as someone engaged in communication work but who has not confronted, until now, the absence of Black Language in my own work. Black Language is not only a language equal to others, it is a living record of direct ties to African languages spoken by the first Blacks brought forcibly here as enslaved people. As such, Black Language deserves our attention. This attention must be part of an anti-racist communication center praxis.
The &quot;Centrality&quot; of the Center: Best Practices for Engaging Students on Campus
Author: Strawser, Michael G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Best Practices,Learner Engagement,Academic Support Services,Communication (Thought Transfer),Communication Skills,Student Projects,Partnerships in Education,Undergraduate Students,Student Research,Foreign Students,Teacher Collaboration,Social Media

Communication centers exist primarily as a complementary student service (Strawser, Apostel, Carpenter, Cuny, Dvorak, &amp; Head, 2019). As an integral campus student services, centers must place an overarching emphasis on student engagement. Student engagement, according to NSSE, is the time and effort students put into their educational activities and the institutional deployment of educational resources. Communication centers, to continue to prove their value to institutions, must continue to build programming and initiatives that are worthy of students' time and get students to participate. To address engagement concerns, the authors of this essay offer ten best practices for building and sustaining student engagement in the communication center. The best practices are universal and transferable, meaning, any center, no matter the vision or the resources, could theoretically implement the ideas.
Recommendations for Communication Centers Based on Student and Tutor Reflections: Insights about Students&apos; Reasons for Visiting, Session Outcomes, and Characteristics of the Tutoring Approach
Author: Benedict, Bailey C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Public Speaking,Communication Skills,Skill Development,Student Attitudes,Help Seeking,Tutoring,College Students,Educational Benefits

This paper explores students' experiences with communication centers and offers recommendations for new and expanding communication centers. We combine empirical research conducted on student reflection forms with our own insight as tutors, instructors, and directors and with existing literature to offer considerations for enhancing the services offered by communication centers. We propose communication centers consider the purposes for and outcomes of students' visits, as well as what attributes of the tutoring and tutors students appreciate. Reasons for visiting the communication center included to receive help with content and structure, delivery, and sources and visual aids. Students reported getting assistance with drafting, delivery, supporting, and debriefing their presentations. The approaches to tutoring students appreciated included guided learning, clarification of course materials, and identification of both their strengths and weaknesses. Tutor characteristics appreciated by students were their prior teaching experience, good listening skills, creativity, and demeanor.
The Physics Problem-Solving Taxonomy (PPST): Development and Application for Evaluating Student Learning
Author: Shakhman, Larisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Problem Solving,Taxonomy,Engineering Education,Creative Thinking,Science Tests,Scores,Test Items,Grades (Scholastic),Test Reliability,Test Validity,Difficulty Level,High School Students,Curriculum Development,Test Construction,Science Instruction

This study addresses the development and evaluation of the Physics Problem-Solving Taxonomy (PPST), comprising five levels: retrieval, diagnosis, strategy, conceptual, and creative thinking. The taxonomy draws on Bloom's revised taxonomy in the cognitive domain, the Types of Knowledge Taxonomy, and the Problem-Solving Taxonomy in engineering. The study includes applying PPST to analyze the content of the Israeli national physics exam (the Bagrut), student Bagrut scores (n = 18,000), and student answers to a school-level physics exam (n = 164). The findings indicate that in both the Bagrut and the school exam, the higher an item ranks on PPST, the lower the students' grades on this item. In addition, the distribution of student scores on the two exams is similar, indicating high reliability and validity of the PPST scale. This tool could help physics teachers to rank difficulty levels of the high school physics exam questions, and create high school physics questions, to foster students' proficiency in physics problem solving.
Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools
Author: David, Opanga
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Policy,Secondary School Students,Language of Instruction,African Languages,English (Second Language),Second Language Learning,Biology,Language Usage,Learning Processes,Check Lists,Lesson Plans,Teacher Attitudes,Pretests Posttests,Course Content,Animals,Foreign Countries,Comparative Analysis,Educational Improvement

Teaching and learning of invertebrate systematic require effective pedagogical language strategies since the terms used are most in English and Latin. The Tanzania education policy specifies that the medium language of instruction in primary must be Kiswahili, while English has to be used in post-primary education. Consequently, secondary school biology students find difficult to cope with learning in the context of foreign language. This paper aims at presenting the investigation on how pedagogical language strategies can effectively support teachers and learners during teaching and learning of systematic invertebrates in Tanzania secondary schools. Data were collected using the lesson observation checklist, lesson evaluation sheet, interview with teachers and focus group discussions with learners. A total of 60 sessions, each of 80 minutes were observed in 10 schools. A total of 40 teachers and 400 level four students of the ordinary level participated in the study. Quantitatively, paired sample t-test, means, standard deviations and percentages were used to evaluate and compare changes in learners' performance in pre- and post-tests. Further, thematic analysis was employed to analyse qualitative data. Key findings from the study indicated that the majority of teachers who participated in the training managed to set competencies and the activities to reinforce the achievements of developed competencies. Again, teachers and learners had a progressive significant improvement over introduced pedagogical language strategies. Overall, there was a statistically significant difference between pre- and post- intervention. Interviews with teachers and focus group discussions with students revealed that the strategies increased students' interactions and activeness in class, which in turn, improved the learning of biology content through the English language. This study therefore recommends the pedagogical language strategies to be adopted during teaching and learning of biology, specifically the content of invertebrate systematic.
Effects of Principal&apos;s Positive Leadership on Job Insecurity and School Effectiveness in China
Author: Xu, Zhaoyang
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Private Colleges,Deans,Administrator Effectiveness,Teacher Attitudes,Leadership Styles,School Effectiveness,Job Security,Administrator Responsibility,Educational Quality

This study took the teachers of private colleges and universities in Henan Province of China as the research objects, discussed the influence of the teacher perceived principal's positive leadership on the school effectiveness, and explored the moderating role of job insecurity. A total of 450 samples were collected from five private universities in Henan Province, China in the method of convenient sampling, with 441 samples valid and the valid rate of 98%. SPSS 22 and AMOS 21 statistical software were conducted for processing, and the research results showed that teacher perceived principal's positive leadership has a positive and significant impact on the school effectiveness in private colleges and universities, that the job insecurity of private college teachers has a negative and significant impact on school effectiveness, and that job insecurity plays a moderating role in the influence of teacher perceived principal's positive leadership on the school effectiveness in private colleges and universities.
Integration of ARCS Motivational Model and IT to Enhance Students Learning in the Context of Atayal Culture
Author: Chao, Jenyi
Date: 2019-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Information Technology,Foreign Countries,Interdisciplinary Approach,Teaching Methods,Middle School Students,Teamwork,Creative Thinking,Communication Skills,Student Interests,Cultural Education,Computer Science Education,Student Motivation,Models,Grade 7,Instructional Effectiveness

This study involved using teaching strategies from the ARCS Motivational Model to develop new interdisciplinary curricular modules and ability assessments that combine Atayal culture with information technology. The purpose was to explore whether, through pedagogy based on the ARCS motivational model, indigenous middle-school students had a significant improvement in teamwork, creative thinking, and communication abilities, and whether or not students' interest in information technology and culture was inspired. Research subjects were 17 first-year students in an Atayal Comprehensive Junior-Senior High School in Nan'ao, Yilan County. The research period was 2016-2017, and data was collected from teaching demonstrations, thoughts written down by students, and tests. Research tools include the qualitative written thoughts of the students and a quantitative assessment of the key abilities of teamwork, creative thinking, and communication abilities. There were a total of 33 items. To explore whether there was a significant change in indigenous students' teamwork, creative thinking, and communication abilities, the Wilcoxon signed-rank test was used for statistical analysis of pre-test and post-test results. Research results show that indigenous students performed significantly better in the post-test than in the pre-test with respect to teamwork, creative thinking, and communication. The thoughts students wrote down after class clearly expressed interest in the cross-disciplinary course combining culture and information technology. Therefore, the course using an ARCS motivational model to combine Atayal culture and information technology significantly improved indigenous students' teamwork, creative thinking, and communication abilities.
IT and Computer Technologies for Education of Senior Citizens and Improving the Quality of Their Life
Author: Anikeeva, Olga A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Older Adults,Aging (Individuals),Quality of Life,Well Being,Computer Literacy,Information Literacy,Information Technology,Community Services,Educational Needs,Educational Demand,Retraining,Computer Mediated Communication,Computer Software,Social Adjustment,Barriers,Foreign Countries,Adult Education

At present, IT have become an indispensable condition for the quality of education, but they are rarely applied in education of senior citizens and their range is quite narrow. An exception is the methods of teaching computer literacy to older adults, which is much narrower than IT in education. Meanwhile, they are no less essential both for adaptation of the elderly to the contemporary conditions of life and for the young generations. The authors prove that application of these technologies can change the quality of life for older adults and enables them to extend their professional activity, to broaden their scope of communication, and to raise their level of social adaptation to the environment and daily life. It has been found during the research conducted that the use of IT in education of senior citizens has some essential features and requires special conditions of application. In the research, questionnaire survey and testing, indepth interview, expert survey, and participant observation methods were used that allowed studying the senior citizens' demands for educational services, computer literacy improvement, as well as barriers and risks in their getting the education, conditions for enhancing its efficiency. During the research, disadvantages in development of IT and software products targeted for education of the aged have been found. The results obtained allow contributing to the development of concepts of thriving old age, active longevity, and higher social and professional engagement of older adults. They are of great importance both for the very senior citizens and for education providers, as well as for developers of educational software products needed by older adults and their teachers.
The Impact of a Didactic Strategy Using Technology to Strengthen the Learning of Mathematics
Author: Navarro-Ibarra, Lizzeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Grades (Scholastic),Virtual Classrooms,Academic Achievement,Engineering Education,Undergraduate Students,Instructional Effectiveness,Foreign Countries

The didactic strategy of this study consisted of the implementation of virtual practices for learning Mathematics at the university level. The objectives established to evaluate the impact of the strategy were to determine the contribution of these virtual practices and identify their effect on students' academic performance. The strategy was carried out in the course Fundamentals of Mathematics, for first semester students in the Engineering programs at the Sonora Institute of Technology and 1,144 students participated between August 2018 and May 2019. The results proved that the students who participated scored higher in the course than those who did not participate. A dependency ratio was also found between the variables of students' final grades in Fundamentals of Mathematics and the number of virtual practices they had carried out. The conclusion is that the didactic strategy significantly improves the passing rate and academic performance in the subject of Mathematics for which it was implemented.
Drivers and Indicators of Innovation to Educational Software
Author: Barbosa, Rafael
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Computer Uses in Education,Computer Software,21st Century Skills,Computer Software Selection,Computer Software Evaluation

Software is usually considered enabler for innovation in education. Thus, it is necessary to investigate: What leads to innovation in education and which, therefore, should be considered in the development of educational software? How to support decision-making for choosing software to be used in teaching and learning? How to evaluate software that enables, transforms, or supports innovation in education? In order to answer these questions, a research work was conducted that resulted in an approach called DEISE, which is concerned with drivers that lead to innovation in education and indicators that measure the fostering of software to skills need to students for 21st century learning. Through a web system developed for technological support to the DEISE approach, a set of educational software was evaluated by educators and the results show the index of innovation in education for each evaluated software and a comparison between educational software of similar purpose.
UsabilityZero: Can a Bad User Experience Teach Well?
Author: Lima, Adriano Luiz de Souza
Date: 2021-00-00
Type: Journal Articles
Subjects: Usability,Computer Interfaces,Computer Software,Undergraduate Students,Instructional Materials,Efficiency,Information Systems,Evaluation Criteria,Computer System Design,Measurement,Satisfaction

Interfaces with good usability help their users complete more tasks in less time and with less effort, which gives them greater satisfaction. Given the vast array of options available to users today, usability is an important interface feature that may lead to the commercial success or failure of a software system. Despite its importance, few educational tools are available to help usability teachers and students. Knowing how to measure interface usability is one of the basic concepts that students should learn when they study the theme. This paper presents UsabilityZero, a web application to support the teaching of usability concepts to undergraduate students. By using UsabilityZero, students interact with a system displaying a reduced usability interface and, later, with the same system exhibiting an increased usability interface. Considering the use of UsabilityZero by 64 students, the differences between the interface with reduced and increased usability were: (i) 61.5% decrease in the number of clicks; (ii) 62.2% decrease in the time to perform tasks; (iii) 92.9% effectiveness increase; and (iv) a 277.3% satisfaction increase. During their experience with UsabilityZero, students learn how to measure efficiency, effectiveness, and satisfaction of user interfaces. After using the application, Information Systems and Computer Science students who had never been in touch with the subject could identify key usability aspects. The students' perception of efficiency, effectiveness, and satisfaction as usability measures was higher than 80%. Also, they could identify some usability criteria and understand how measurements change when some of them are present in the interface design. As a result, over 92% of these students said they recognized the importance of usability to the quality of a software product, and 79% declared that their experience with the application would contribute to their professional lives.
Understanding the Students&apos; Adversities in the Science Classroom
Author: Solis-Foronda, Marisol
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Teacher Effectiveness,Teacher Influence,Student Experience,Student Problems,Negative Attitudes,Science Interests,High School Graduates,College Students,Young Adults,Pedagogical Content Knowledge

Science has long been regarded as an important subject in a school curriculum and science teachers play a vital role in the learning process of the students in the science classrooms as well as in other subjects. However, students still encounter problems related to their science teachers, which significantly influence their academic performance in science. Using a qualitative phenomenological design, an in-depth and systematic analysis of the students' experiences gathered during the face-to-face interview provided a detailed explanation of the teacher-based adversities in the science classroom. The students who participated in this study revealed that they had encountered various teacher-based adversities, which disrupted and affected their learning and performance in the science classroom. Students experienced having a teacher of limited pedagogical content knowledge in science, and little commitment to teach science in the classroom. Consequently, the students were not encouraged to learn science; they lost interest to learn science as well as they have developed a negative attitude towards their teachers and the subject. In the same manner, the students experienced difficulty in understanding the topic and inability to connect previous information to a new one because of having a teacher of little commitment in the instruction of science. With this, the interested parties such as the teachers, administrators, students can develop appropriate actions to address these problems not only in the science classroom but in the school in general.