ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of After-School Programs on Student Cognitive and Non-Cognitive Abilities: A Meta-Analysis Based on 37 Experimental and Quasi-Experimental Studies
Author: Yao, Jing
Date: 2023-00-00
Type: Journal Articles
Subjects: After School Programs,Students,Cognitive Ability,Ability,Cognitive Development,Academic Achievement,Interpersonal Competence,Socioeconomic Influences,Time Factors (Learning),Sample Size,Evaluation Methods,Program Effectiveness,Research Reports,Educational Research,Foreign Countries,Intervention

The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students' cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This study analyzed 37 after-school programs from 18 publications using meta-analytic techniques, and the results indicated that participation in after-school programs had positive effects on student cognitive and non-cognitive development despite the small effect size (d = 0.327, p = 0.000). The decomposition of the effects of after-school programs revealed that they had modestly positive effects on academic achievement (d = 0.369) and social-emotional competence (d = 0.220). In addition, the analysis of moderating variables revealed that socioeconomic status, educational phase, number of after-school service days per week, sample size, and testing instrument all influenced the after-school program effects. This study concludes, based on the results of the meta-analysis, that there should be a balanced consideration of the development of student cognitive and non-cognitive abilities in planning after-school service, a substantial variety of activities in afterschool programs, a flexible adoption of diverse after-school programs, and a reasonable participation frequency in after-school service.
Reading Self-Concept and Motivation: A Perspective from Students with Reading Difficulties
Author: Bagazi, Afrah
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Reading Difficulties,Student Motivation,Correlation,Gender Differences,Elementary School Students,Foreign Countries,Reading Motivation,Predictor Variables,Grade 4,Grade 5,Grade 6,Reading Skills

This study investigates the relationship between reading self-concept and motivation among a group of male and female students with reading difficulties, also exploring this according to gender variables. The paper also seeks to determine to what extent reading self-concept can predict reading motivation among these target students. The study sample comprised a group of 100 mixed male and female students studying at upper-primary schools in Al-Kharj, Saudi Arabia, all of whom faced reading difficulties (RD). The researcher prepared and applied two tools in questionnaire form, the Reading Self-Concept Scale questionnaire (RSCSQ) and the Reading Motivation Scale questionnaire (RMSQ), both of which had acceptable validity and reliability. The study found a significant positive correlation between the total RSCSQ score and its reading ability domain and the total RMSQ score with each of its two domains. There is a significant positive correlation between the reading difficulties domain and the external reading motivation domain but no correlation between the reading difficulty domain and the total RMSQ score and its internal reading motivation domain. Second, the study found that for students with RD, while reading self-concept and its reading ability domain can predict reading motivation; the reading difficulty domain cannot predict reading motivation. These results were consistent both among the group and between gender variables.
Anticipation, Coping and Adaptation Practices for Teaching and Learning Continuity of Higher Education Institutions
Author: Dayagbil, Filomena T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Coping,Higher Education,Crisis Management,Foreign Countries,Pandemics,COVID-19,Teaching Methods,Learning Processes,Adjustment (to Environment),Educational Change,Administrator Attitudes,Distance Education,Flexible Scheduling,Technical Assistance,Academic Support Services,Educational Strategies,Leadership Styles,Cooperation,Strategic Planning

The massive disruptions created by the pandemic forced higher education institutions to reconfigure their operations to ensure the continuity of teaching and learning. This study identified the anticipation, coping and adaptation practices of public higher education institutions in response to the challenges during the health crisis. It was the purpose of the study to identify the anticipation, coping and adaptation practices of public higher education institutions in response to the challenges during the health crisis. The study employed the mixed method using the survey and interview. Thirty-seven (37) informants who were involved in managing five (5) government funded public higher education institutions in the Philippines expressed willingness to participate in the study. It was revealed that higher education institutions had low organizational capacity to anticipate crisis. To cope with disruptions, institutional strategies were implemented like a shift to flexible teaching and learning modality, provision for training, psychological and technological support and enhancement of student services. Adaptation initiatives included preparation of continuity plans, development of learning management system, technology enhancement and capacity building activities. Effective planning, leadership and readiness for change were the emerging themes across the resiliency stages of anticipation, coping and adaptation. It is recommended that public higher education institutions should prioritize the crafting of data driven and context based strategic plan to include technology support and budget allocation in order to ensure teaching learning continuity during disasters of any kind. Collaborative leadership and readiness for change also need to be cultivated to foster resilient academic institutions amidst and beyond the pandemic.
&quot;Comunidad y Universidad&quot;: Spaces of Decoloniality in Boricua Public Higher Education
Author: Rodríguez-Vargas, Lorainne
Date: 2023-00-00
Type: Journal Articles
Subjects: Colonialism,Educational Change,Higher Education,Organizational Change,State Universities,College Faculty,Political Influences,Communities of Practice,College Administration,School Community Relationship,Natural Disasters,COVID-19,Pandemics,Budgets,Retrenchment,Correlation,Educational Policy,Laws,Service Learning,Indigenous Knowledge,Power Structure,State Aid,Cultural Maintenance

The multifaceted influences of coloniality in higher education continue to be explored to reshape and transform spaces that can either reproduce structures of coloniality or bring about decoloniality. The University of Puerto Rico, the central higher learning institution of the archipelago, continues to undergo changes that are influenced by its sociopolitical context. The aims of this research included the critical observation of the influence of coloniality in the public university system of Puerto Rico through exploring community engagement by university professors. This research implemented qualitative inquiry through document analysis. Pattern analysis was performed through three conceptual frameworks: coloniality, colonial state of exception, and ecologies of knowledge. Findings included both the interruption of coloniality by university professors and the reproduction of coloniality by the university administration. These findings illustrate current spaces of decoloniality in Boricua higher education.
&quot;It Can Be Chaos Here&quot; International Student Experiences of U.S. Higher Education during the COVID-19 Pandemic
Author: Ghazarian, Peter G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,College Students,COVID-19,Pandemics,Student Attitudes,Racism,Student Personnel Services,Student College Relationship,Study Abroad,Electronic Learning

The COVID-19 pandemic dramatically altered life at higher education institutions in the US. International students were particularly affected because they lack the community and support structures upon which other stakeholder groups could rely. International student experiences of the pandemic may have been further exacerbated by uncertain immigration policies, their perceptions of more successful containment of the virus abroad, and xenophobia in the public discourse. This phenomenological study documents the experiences of international students in US higher education during the pandemic to determine how they adapted, how they were shaped, and how their attitudes toward study abroad in the US may have changed. It seeks to introduce the voices of these students to the scholarly literature. The findings reveal a sense of chaos, an aversion to online instruction, a lack of non-academic support form institutions, and a tarnished, but still attractive image of the US as a destination for study abroad.
Primary School Pre-Service Teachers&apos; Perception of Documentary Films as Educational Resources
Author: Fernandez-Diaz, Manuel
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Elementary School Teachers,Documentaries,Films,Teacher Education Programs,Educational Resources,Competence,Self Concept,Intention,Teaching Methods

In today's society, audiovisual resources represent a fundamental form of relationship with the world and the acquisition of information and knowledge. In this sense, several scientific studies recognize the usefulness of audiovisual in general, and documentary film in particular, as an educational resource. Research indicates that cinema is not a resource widely used by teachers. This research is conceived within the framework of the initial training of teachers of Primary Education. To this end, and with the criterion of ease of access to the sample population, a questionnaire organized in five dimensions was designed. The questionnaire was administered to 213 students of Degree in Education of the University of Murcia (Spain). The results point at the documentary cinema as an educational resource known by future teachers. They also recognized the interest of documentaries for their future teaching practice. However, throughout their educational career they had not had much contact with documentary film nor were they great consumers of this type of resource. These results should make us reflect on initial teacher training in universities. Efforts should be increased to promote the acquisition of higher-level media competence that allowed teachers to analyze and select good resources for use in the classroom and that has an impact on the competence of their future primary school students.
&quot;I Thought We Were Friends&quot;: International Students Challenges in Navigating Basic Academic Regulations at a Private Canadian University
Author: Torres-Arends, Irene
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Misconceptions,Foreign Countries,Electronic Mail,Private Colleges,Knowledge Level,College Students,Access to Information,Standards,Interpersonal Communication,Teacher Student Relationship,Student Attitudes,Cultural Differences,Student Behavior,Assignments

Misunderstandings about how the academic world operates are common among international students. This research investigated international students' understandings of academic regulations. Qualitative content analysis of 3,438 email messages indicate international students used a constellation of arguments to make academic requests/complaints to professors. They seemed to be unaware that their requests/complaints should be guided by the university's formal regulations. Analysis of requests/complaints showed that students perceive the academic environment to be governed by a complex set of informal understandings rather than being regulated by a straightforward set of institutional rules. International students' cultural transition process should be seen as a path from a complex constellation of arguments when making requests/complaints to a more limited set of behaviors governed by institutional regulations. Meeting the needs of international students is the responsibility of academic institutions. Curriculum re-design and a progressive learning strategy can play a central role in reducing complexity by communicating academic regulations clearly and consistently and by giving students pedagogical opportunities to develop the required skills.
The Adaptation and Validation of the Global Competence Scale among Educational Psychology Students
Author: Zheldibayeva, Raigul
Date: 2023-00-00
Type: Journal Articles
Subjects: Global Approach,Competence,Cultural Awareness,Measures (Individuals),Educational Psychology,Undergraduate Students,Scores,Test Validity,Factor Analysis,Factor Structure,Test Reliability,Foreign Countries,Intercultural Communication,Translation

Global competence is supposed to possess a transformative capacity allowing for building bridges across cultural diversity to foster international cooperation. Literature searches indicate the paucity of robust tools evaluating global competence. This research strove to adapt and validate a measure for the assessment of students' global competence in Kazakhstan. For this purpose, the Global Competence Scale was chosen. A total of 467 graduate and undergraduate educational psychology students responded to the adapted scale. Based on the scores collected, the instrument was examined using exploratory and confirmatory factor analyses. Good reliability was yielded (Cronbach's alpha for the factors ranging from 0.722 to 0.924) and the original nine-factor structure was replicated and accounted for 61.84 % of the total variance. The model fit indices met the criteria set a priori. The Kazakh version of the Global Competence Scale was unprecedented and proved to be a reliable and valid tool for gauging the construct. In contrast to the original study, surveyees with international experience reported no superior scores relative to non-experienced counterparts. Holistically, findings suggest the respondents should work on their global competence, in particular with regard to international academic knowledge and communication. Further validation of the scale with larger sample sizes to increase its generalizability and use is encouraged.
Homing in on Etymology in the Writing Classroom
Author: Yang, Melissa T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Instruction,Etymology,Language Patterns,Educational Practices,Multimedia Instruction,Teaching Methods,College Students,Rhetoric

This essay illuminates adaptable and multimodal ways of teaching with etymology and idiomatic origin stories in the composition classroom. I model my pedagogical approach with a topic central to my rhetorical research--pigeons in histories of human communication--and the rich etymologically-linked concepts of homing in, pigeonholing, and dovetailing. While orienting my exploration around this model, I invite instructors to travel with these ideas, to migrate and adapt these approaches to the thematic and topical foci in their own teaching and research.
The Extracurricular Activities and Student Development of Secondary School: Learning from Indonesia
Author: Munadi, Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Student Development,Secondary School Students,Academic Ability,Social Emotional Learning,Student Leadership,Self Esteem,Program Effectiveness,Values Education,Islamic Culture,Religious Schools

Islamic education (Madrasah) mostly accepts students with economic backgrounds whose parents are poor. their psychological performance is low as they lack self-confidence, and also lack achievement motivation. In strengthening psychological performance, it can be intervened through students' participation both in student organizations and extracurricular activities in school. This study aimed to determine the development of positive values in students at the educational unit level and the follow-up of its development at the ministerial level. This research used descriptive qualitative approach by observing, interviewing and collecting supporting documents. Research subjects and informants were sampled from the education unit level and the ministry level. Data validity was performed by triangulation sources and methods, while data analysis method employed interactive analysis. The results indicate that the development of positive values in students at the educational unit level includes academic skills development, social-emotional development, leadership development and self-confidence in all areas of extracurricular activities. Follow-up development at the ministerial level is in the form of competitions within the framework of developing these skills. This finding explains the importance of extracurricular activities to improve a positive personality and the character of Islamic secondary school students. With this, every school must try to encourage and design the right steps for students involved in extracurricular activities.
Multilingual Academic Writing: Transfer from a Bridge Course
Author: Yacoub, Omar
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,Academic Language,Transfer Programs,High School Students,Boarding Schools,Writing Skills,Skill Development,College Readiness,Foreign Students,Open Educational Resources,English (Second Language),Second Language Instruction

Multilingual Academic Writing is a 12-week course that targets two major outcomes: (1) develop students' academic writing skills; and (2) prepare students for college writing. Using open educational resources (OER) and a variety of writing activities and assignments, students practice writing multiple genres, address different audiences, and metacognitively reflect on and evaluate their composing practices. Moreover, students can start building their writerly identities as they embark on writing experiences such as community-based writing and exploratory research writing assignments. These aspects of the course help students develop their writing and transfer writing knowledge to other contexts. The course design outlined in the article focuses on genre knowledge, audience awareness, and metacognition and on cultivating key writing dispositions, such as exploration and collaboration, for successful writing development and transfer.
Post-Process but Not Post-Writing: Large Language Models and a Future for Composition Pedagogy
Author: Graham, S. Scott
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Instruction,Language,Models,Artificial Intelligence,Writing Processes,Educational Trends,Technology Uses in Education

The common arguments about potential student use of these technologies suggest artificial intelligence (AI)-assisted writing will damage student learning by shortcutting the writing process. There is a further worry that AI-based pedagogy will de-skill students by reducing writing to a mere editing practice. Additionally, some suggest that students will fail to do adequate background research, relying on dubious or non-existent AI-generated sources. Ultimately, these concerns indicate a view of AI-assisted writing where students can essentially parachute their way into the last stages of the writing process, skipping past considerable effort and learning. S. Scott Graham largely rejects these worries because they simply do not fit with his understanding of how writing works. At their core, each of these concerns is marked by a problematic commitment to a limited and linear process-based model of writing. Instead, he thinks writing instructors and scholars of writing studies can consider how their hard-won insights about diverse and variable writing practices might allow for robust writing pedagogies that engage, rather than prohibit, use of AI. He argues in this article that there is already a post-process pedagogy however he first discusses what exactly these new AI systems can do.
Re-Orienting Rhetorical Theory in an Asian American Rhetorics Seminar
Author: Sano-Franchini, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Asian Americans,Graduate Study,Rhetoric,Writing (Composition),Literature,Philosophy,Cultural Awareness,United States History,Novels,Films,Ethnic Stereotypes,Poetry

Asian American Rhetoric and Representation was a graduate-level course taught at Virginia Tech in 2019. The course overviewed disciplinary conversations and concerns in and around Asian American rhetorical studies over time, with a focus on the affordances of Asian American rhetorical theory for the study of rhetoric and writing more broadly. Understanding that established disciplinary and formal/genre divisions within academia are often the result of Eurowestern canonical and institutional histories, the course included readings from varied fields. Jennifer Sano-Franchini and her students e discussed academic scholarship in ancient and contemporary rhetoric and writing studies, Asian American studies, Asian American literature, and Asian philosophy alongside literary and artistic works. In addition, students dialogued with virtual guest speakers in the field. This article describes the course and reflects of what Asian American rhetoric can contribute to the study of rhetoric and writing.
Structuration and Genre: Revising Teaching Observations to Reflect Program Values
Author: Jankens, Adrienne
Date: 2023-00-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Writing Instruction,Writing Evaluation,Check Lists,Observation,Content Analysis,Teacher Evaluation,Faculty Development

In this article, we describe the process of revising our writing program's teaching observation forms and processes over the last several years, drawing from descriptions of best practices in conducting teaching observations in writing programs (Comer; Jackson). We analyze the teaching observation form as it functions in a structurational nexus to both manage participants' conversations about teaching and respond to the tensions inherent in the process (Giddens; Miller et al.). Our argument is two-fold: (1) while a responsive and reciprocal praxis for a teacher observation process may begin with good intentions surfaced through informal conversations, teaching circles, and committee meetings, it is sustainably cultivated through the intentional design of the overall process, particularly through its tangible artifacts such as email correspondence and the observation form; and (2) the teaching observation form, as an object playing a pivotal role in a series of social interactions, is a key example of a writing program genre that has the potential to both demonstrate program values and frame responsible rhetorical interactions between program personnel.