ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of the iPad Tablet in Higher Education Science Teaching
Author: Domjanic Drozdek, Sandra
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Undergraduate Study,Science Instruction,Allied Health Occupations Education,Biology,Chemistry,Teaching Methods,Scientific Concepts,Educational Technology,Technology Uses in Education,Genetics,Diseases,Cytology,Foreign Countries

At the University of Applied Health Sciences, the iPad tablets are used at the undergraduate professional study programs Environmental Health Engineering and Laboratory Medical Diagnostics as part of the practical classes in Biology and Chemistry. Four applications are used within the framework of the unit titled &quot;Preparing Solutions&quot;, &quot;Periodic Table&quot;, &quot;Molarity&quot;, &quot;Chemist&quot; and &quot;Beaker&quot;. Within the class on Biology, tablet computer applications are used to cover subject matter dealing with Genetics and Cell Structure (application &quot;Cytogenetics&quot;, &quot;Diseases and disorders&quot;, &quot;Gene Screen&quot;, &quot;Population Genetics&quot; and &quot;Cell World&quot;). Though e-teaching certainly cannot replace the classic course teaching, it is greatly beneficial for easier acquiring of the course subject matter.
Assessing and Teaching Adult Learners&apos; Basic and Advanced 21st Century Digital Literacy Skills
Author: Rosen, David J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Students,21st Century Skills,Technological Literacy,Adult Basic Education,Problem Solving,Information Literacy,Standards,Student Evaluation,Basic Skills

In the technology solutions column of this special issue of Adult Literacy Education, that focuses on Broadening the Lens on Adult Literacy Education Outcomes, the author wants to challenge the field to expand the view of digital literacy. Of course, basic digital literacy skills must be included, but the field needs to look beyond to the digital skills and attitudes adults need in order to research their questions; judge the quality of information they have found; and to solve problems at home, work and in their community that require or can benefit from the use of digital skills, comfort, confidence and fluency. These define the digital literacy capacity adults need to solve new problems facing us in a changing society, including the new problems created by ever-changing technology itself.
A Developmental Writing Experiment: Mixing ELL and NES Student Writers
Author: Comeau-Kirschner, Cheryl
Date: 2019-00-00
Type: Journal Articles
Subjects: Basic Writing,Collaborative Writing,Instructional Effectiveness,Two Year College Students,Community Colleges,English Language Learners,Native Speakers,Advanced Courses,Experimental Teaching,Supplementary Education,Heterogeneous Grouping,Summer Schools,Classroom Communication,Code Switching (Language),Intervention

This collaborative writing intervention in one CUNY community college examined the effectiveness of mixing English language learners (ELLs) and native English speakers (NES) in advanced-level developmental writing courses. We describe the translingual approach to curriculum and intervention along with promising developmental education practices. We also combine reflections on collaboration and student outcomes with quantitative analysis to allow each of these tools to inform the other, as well as to consider the limits of single-measure analysis of students and programs. The mixing of ELLs and NES fostered a less segregated classroom with student work and language development progressing more than in non-mixed classes. A statistical analysis confirmed these impressions, which suggests a relatively predictable outcome for this intervention. The experiment influenced several changes in departmental and instructor practices.
Credibility, Relevance, and Policy Impact in the Evaluation of Adult Basic Skills Programs: The Case of the New Opportunities Initiative in Portugal
Author: Carpentieri, J.D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Basic Education,Information Technology,Literacy,Numeracy,Educational Policy,Program Descriptions,Literacy Education,Program Evaluation,Educational Finance,Case Studies,Foreign Countries,Longitudinal Studies,Problems,Credibility

Adult basic education (ABE) policies aim to help adults improve their literacy, numeracy and information and communications technology skills, as well as their qualifications, often in pursuit of economic gains such as better employment and earnings. The large-scale improvement of skills and qualifications has been referred to as a wicked policy problem, suggesting that it is extremely difficult and perhaps even impossible to achieve success in this policy domain. Evaluations have highlighted these challenges, with many programs showing little or no impact. Between 2006 and 2012, the Portuguese government ran a large-scale adult education program, the New Opportunities Initiative (NOI), which focused on the recognition and validation of adults' existing skills and the development of literacy and numeracy. The NOI was evaluated twice, in 2009 and in 2012. These two evaluations produced very different findings and outcomes: the first evaluation found the NOI to be a success, and led to continued investment, but the second evaluation reached more negative conclusions and was used as a rationale for de-funding the program. In this article we analyze these two sets of evaluations, investigating the reasons for their starkly different conclusions. We find that, while both evaluations had strengths, they also suffered from serious methodological and/or theoretical weaknesses. These weaknesses are &quot;part of a broader pattern of evaluation errors&quot; that characterize the field of ABE more generally and which make it more likely that ABE policies will continue to fail. Using the conflicting NOI evaluations as case studies, we offer potential solutions to ABE's evaluation problem, emphasizing the need to collect long-term longitudinal evidence on the causal mechanisms through which policy goals may be achieved.
Toward a Vision of Movement Building in Adult Literacy Education. Forum: Broadening the Lens on Adult Literacy Education Outcomes [Part 3 of 3]
Author: Yankwitt, Ira
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Neoliberalism,Program Effectiveness,Social Change,Labor Force Development,Financial Support,At Risk Persons,Politics of Education,Federal Legislation,Labor Legislation

In the 20 years since the implementation of the Work Investment Act (WIA), federal funding for adult literacy education has remained largely stagnant, and actually decreased in inflation-adjusted dollars from FY2001-FY2019, despite the fact that the field serves fewer than 5% of those in need. Yet over these two decades, the field has moved away from identifying itself as part of the broader struggle for human rights and social justice. The author contends that for those working with and in marginalized, exploited, and under-resourced communities, programs must be fully and explicitly aligned with the grassroots movements for racial, social, and economic justice that are working to dismantle systemic inequities. [For Part 1, &quot;A Lifelong and Life-Wide Framework for Adult Literacy Education,&quot; see EJ1249006. For &quot;Examining the Role of Federal Adult Education Funding in Adult Literacy Education. Forum: Broadening the Lens on Adult Literacy Education Outcomes. Literacy Education Outcomes [Part 2 of 3,&quot; see EJ1249056.]
Directed Self-Placement, Corequisite Models, and Curricular Choice
Author: Caouette, Becky L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Basic Writing,Freshman Composition,Student Placement,Course Selection (Students),Required Courses,College Freshmen,Sequential Approach

The author argues that significant inroads in the destigmatization of basic writing courses and students can be made when students are asked to choose not only which FYW course they believe best meets their needs (directed self-placement, or DSP) but also to choose from among a variety of courses (including corequisite courses, particularly those that bear full graduation credit). Drawing from the author's own institution, the author demonstrates how some fortuitous events allowed her to reconsider and reframe FYW curricular offerings and placement methods. The article ends with a review of the unique difficulties inherent in fully implementing universal choice and several examples of how this approach continues to offer unanticipated local opportunities to destigmatize &quot;basic writing.&quot;
The Views of Teachers and Students on Slang in Teaching Turkish as a Foreign Language
Author: Boylu, Emrah
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Second Language Instruction,Turkish,Positive Attitudes,Language Attitudes,Communicative Competence (Languages),Language Styles,Standard Spoken Usage,Foreign Students,Foreign Countries,Gender Differences

The aim of this study is to determine the views of teachers and students about the teaching and learning of slang in teaching Turkish as a foreign language. The student-based working group of the study, using a screening model of quantitative research methods, is composed of B1, B2 and C1 level students who learn Turkish as a foreign language reached by means of easily accessible status sampling method of purposeful sampling methods and the teacher-based working group of the study, using a screening model of quantitative research methods, is composed of teachers reached by the same method. The data of the study were collected by two separate questionnaires prepared by the researchers to determine the opinions of teachers and students. Based on the findings of the study, it was concluded that the majority of teachers and students generally had a positive opinion about the learning and teaching of slang words in Turkish and it was concluded that the students wanted to learn slang words because of &quot;better communication with the Turks&quot;, &quot;hearing too many slang words on the street&quot;, &quot;living in Turkey&quot;, &quot;being curious&quot; and &quot;just learning more words&quot;. In addition to this result, teachers stated that this situation which students use without knowing the meaning of some words may cause problems in their social environment. For this reason, it is concluded from the teachers' opinions that either a separate book for the use of slang should be published or the other slang words except for swearword should be taught in the lessons.
Transferring L1 Reading Attitudes to EFL Reading Habits
Author: Uslu, Mehmet Emin
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Native Language,English (Second Language),Reading Habits,Transfer of Training,Language Proficiency,Public Colleges,Foreign Countries,Knowledge Level,Correlation,Reading Skills,College Students

The aim of the current study is to find out the possibility of transfer of affective domains of reading specifically reading habits and attitudes from L1 to EFL and the role of learners' proficiency level on these reading habits and attitudes. The study was designed as a descriptive research. The participants were 273 university-level students who enrolled in English classes in a state university in Turkey. 136 of them were at beginner level (A1) and 137 of them were at elementary (A2) level according to the proficiency level based on CEFR. Attitudes Towards Reading Habits Scale, English Reading Habits Scale and reading parts of English Comprehension Level Test were used to collect data. The results of the study have revealed that there is not any significant and meaningful relation between beginner (A1) level learners' L1 reading attitudes and EFL reading habits (r=0.016 and p&gt;0.01). However, the relation between elementary (A2) level learners' L1 reading attitudes and EFL reading habits is positive and significant (r=0.208 and p&lt;0.01). L1 reading attitudes can predict the 10% of the EFL reading habits in a positive and significant manner (R= 0.306, R[superscript 2]= 0.10, F = 2,233, p&lt;0.05). In terms of learners' reading proficiency level, the results of the study have showed that for elementary (A2) level learners, the relation between EFL reading habits and their reading proficiency is positive and significant (r=395 and p&lt;0.01). Their reading proficiency level can predict the 15% of the EFL reading habits in a positive and significant manner (R= 0.395, R[superscript 2]= 0.15, F = 24.921, p&lt;0.01).
Binary Structures in a Translingual Age: Investigating Community College Writing Placement to Support Linguistic Diversity
Author: Maloy, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Colleges,Language Usage,Student Diversity,Student Placement,Urban Areas,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Code Switching (Language),Teaching Methods,Remedial Instruction,Two Year College Students,Native Language

This article argues the importance of designing writing placement procedures that support linguistic diversity at community colleges. Using data on community college writing programs and student demographics at an urban community college, it examines prevailing structures of ESL and developmental writing programs at two-year schools and identifies potential problems with existing models. In addition, the article recommends a translingual approach to writing placement, particularly in community colleges with diverse student populations. A translingual approach acknowledges the complexities of language use and values student agency throughout the placement process.
Designing Rubrics to Foster Students&apos; Diverse Language Backgrounds
Author: Athon, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Instruction,Writing Evaluation,College Students,Remedial Instruction,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Nonstandard Dialects,Language Usage,Vocabulary,Metalinguistics,Academic Language,College Faculty,Teacher Attitudes,Syntax,Culture Fair Tests,Teaching Methods,Feedback (Response)

Scholars such as Diane Kelly-Riley and Patricia Bizzell have argued that the student writing feature most likely to place a student into a basic writing course is the presence of dialect other than standard academic English. This essay examines how assessment practices can foster students' diverse languages rather than inhibit them. I conducted a semester-long participant observation of two sections of first-year writing at Midwestern University, also considered basic writing preparatory courses, in order to examine how instructors assess varieties of English. One of these sections exclusively enrolled nonnative speakers of English; the other section enrolled both native and nonnative speakers. A key finding is that students modeled the vocabulary they used to discuss their writing and the writing of their peers to match the assessment language used by the program. Composition scholarship recognizes that language difference and variation is intrinsic to all language, thus, programs should take care to consider issues of language diversity when designing rubrics or other assessment tools to avoid unfairly penalizing students. I discuss one possible model for increased attention to language diversity in assessment.
The Emergence of Self-Determination in Young Adults with Intellectual Disability Participating in Project SEARCH
Author: Strater, Kate E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Young Adults,Intellectual Disability,Self Determination,Internship Programs,Barriers,Interpersonal Communication,Interpersonal Competence,Work Environment,Job Skills,Skill Development,Self Control,Emotional Response,Self Concept,Interaction,Teaching Methods

Obstacles encountered by young adults with intellectual disability (ID) during the transition from high school to post-school employment have great potential to limit an individual's opportunity and/or capacity for self-determination with regard to employment. This qualitative study examines the challenges to self-determination experienced by a group of nine interns with ID during a one-year Project SEARCH internship program in a Kentucky distribution center. Through field observations, interviews, photographs, goal-reporting, and administration of the &quot;AIR Self-Determination Scale,&quot; challenges to self-determination were identified. These included challenges related to communication; social competence in the workplace; work skill development; emotional regulation; and seeing oneself outside of the current work experience. Workplace interactions, experiences, instructional strategies, and individualized supports were implemented collaboratively among interns, supervisors, co-workers, instructor, and employment specialist during the program year. As a result, interns demonstrated positive growth and development in the characteristics of self-determined people related to the identified challenges.
&quot;It Had to Work for Me as Well&quot;: Neoliberal Subjectivities and Individual Advantage in Teach First New Zealand
Author: Crawford-Garrett, Katherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neoliberalism,Alternative Teacher Certification,Equal Education,College Graduates,Poverty,Elementary Secondary Education,Social Justice,Teacher Attitudes,Administrator Attitudes,Motivation,Incentives,Social Influences,Experiential Learning,Leadership Training

Drawing on data from a phenomenological research study of Ako Matatupu/TeachFirst New Zealand (TFNZ), an affiliate of Teach for All, this article considers how differently positioned actors within New Zealand theorize the appeal of TFNZ as opposed to university-based pathways. Findings suggest that a multiplicity of factors influence the participants, including enticing financial incentives, the selectivity of the program, an emphasis on practice as opposed to theory, and the focus on leadership and career development. Underpinning these factors are assumptions about traditional teacher education--that it is too theoretical, too expensive, and too limiting and that it does not center equity and social justice--that impact the participants' decisions to pursue other avenues into teaching. These findings have implications not only for the field of teacher education, which struggles to define itself within and against neoliberal initiatives that are now proliferating worldwide, but also for collective efforts to address educational equity writ large.
Grappling with &quot;Bigger Questions&quot; of Teaching: Engaging in Critical Reflection through Participation in Cogenerative Dialogues
Author: Beltramo, John Luciano
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Theory,Reflective Teaching,Dialogs (Language),Urban Schools,High School Teachers,Science Teachers,Focus Groups,Teacher Student Relationship,Scaffolding (Teaching Technique),Student Centered Learning,Active Learning,Inquiry,Cooperative Learning,Student Attitudes,Graduate Students,Student Diversity,Equal Education

This investigation explores the critical reflection of two urban high school science teachers as they participate in cogenerative dialogues--weekly discussions with focus groups of students that are held outside of instructional hours and that center on identifying and addressing problem areas of classroom teaching and learning. The study finds that, over their semester-long participation in the dialogues, the teachers often grappled with what they termed the &quot;big questions&quot; of teaching--tensions centering on the extent of scaffolding versus the demands of rigor, district-mandated curriculum versus student-centered inquiry, and the competing purposes of collaborative student work. Addressing such tensions within cogenerative dialogues helped the teachers progress from technical and comparative considerations of instruction, to more critical forms of reflection.
Becoming Linguistically Responsive Teachers: Generative Learning One Year after Participating in Study Abroad and Community-Based Service Learning Project
Author: Assaf, Lori Czop
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Abroad,Teaching Methods,Service Learning,Preservice Teachers,English (Second Language),Second Language Learning,Cultural Differences,Student Attitudes,Learning Experience,Professional Identity,Equal Education,Educational Resources,Poverty,Access to Education,Educational Quality,Assignments,Program Descriptions,Foreign Countries

The purpose of this qualitative study was to uncover preservice teachers' generative learning and explore whether and how they built on and/or extended linguistically responsive teaching 1 year after participating in a study abroad program and community-based international service learning project. We relied on narrative reflections, interviews, and field notes to make the preservice teachers' thinking more visible and to reveal their generative learning and implementation of linguistically responsive teaching. Findings illustrate that the preservice teachers learned a variety of knowledge and skills specifically related to linguistically responsive teaching and explained how their understanding and use of these strategies grew more intentional after returning to their local situations. They initially felt tension that eventually led to a deeper, sustained understanding of the complexities of language learning and cultural differences. As the participants consistently reflected on their identities as future teachers, only two participants articulated a consideration of the ideological and sociopolitical dimensions of language learning, such as inequities in resources, access to quality education, and issues around poverty.
Teacher Perceptions of Reading Intervention Conducted by Teacher Candidates in a PDS Partnership: Links to the Nine Essentials
Author: Kennedy, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,Teacher Education Programs,Student Teachers,Reading Programs,Intervention,Mentors,Teacher Role,Program Effectiveness,Primary Education,Elementary School Teachers,Teacher Attitudes

As part of clinical models of teacher preparation, PDS models provide extra adults who are invested in education in the classroom environment. Administrators and school leaders sometimes look for innovative ways to use teacher candidates to provide additional intervention to support students who need extra help. This article analyzes one such PDS structure in which teacher candidates conduct K-3 reading intervention. Mentor teacher interviews are used to determine the effectiveness of the program and to provide connections to the essentials of PDS work.