ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Perceptual Learning Style Matching Affect L2 Incidental Vocabulary Acquisition through Reading?
Author: Hatami, Sarvenaz
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Second Language Learning,Second Language Instruction,Incidental Learning,Vocabulary Development,Pretests Posttests,Reading Processes,Linguistic Input,English (Second Language),Foreign Countries,Language Proficiency,Reading Instruction,Comparative Analysis,Retention (Psychology),Teaching Methods,Undergraduate Students,Majors (Students),Engineering Education

Learning style matching is a neglected factor that may affect the complex process of second language (L2) incidental vocabulary acquisition through reading. The purpose of the current study is to investigate whether there is any difference in L2 incidental vocabulary acquisition and retention through reading when learners' perceptual learning style is matched to their input mode, mismatched to their input mode, or mixed. The participants were 108 Iranian English as a foreign language (EFL) learners at pre-intermediate levels of English proficiency. Based on their perceptual learning style preferences (visual, auditory, kinaesthetic/tactile, mixed), they were divided into a reading group (consisting of three subgroups: Matched, Mismatched, Mixed) and a control group. The reading group read a graded reader containing 16 target words and then completed immediate and delayed (3 weeks later) vocabulary post-tests. The results revealed no significant differences between the three reading subgroups in terms of incidental vocabulary acquisition and retention. The findings suggest that perceptual learning style matching has no benefits for incidental word learning through reading.
Developing Effective Advocates during Doctoral Preparation: An Examination of Federal-Level Special Education Policy Internships
Author: Rodriguez, Jacqueline
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Internship Programs,Special Education,Educational Policy,Advocacy,Mentors,Professional Development,Leadership Training

It is critically important for leadership personnel in special education to develop knowledge and skills in policy and advocacy. The Pew Charitable Trust initiated a survey to uncover resources and experiences impacting doctoral-level preparation at institutes of higher education. Results indicated that fewer than 30 percent of doctoral students were provided the opportunity for an internship experience. Thus, a large university located in the southeast United States created an internship experience reflective of current policies and trends within the field of special education. This article discusses interns' responsibilities with reference to policy and politics, opportunities for mentorship, the development of personal contacts and networking, and the impact of each experience on the intern's future role in special education teacher education and advocacy.
Connections and Disconnections: Music Cooperating Teachers&apos; Perceptions of Working with Universities
Author: Russell, Heather A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Music Teachers,Cooperating Teachers,Elementary Secondary Education,Teacher Attitudes,Mentors,Preservice Teachers,Internship Programs,College School Cooperation,Student Teachers,Teaching Experience,Urban Areas,Institutional Role,Student Teacher Supervisors,Interpersonal Relationship,Teacher Selection,Congruence (Psychology),Individual Needs,Professionalism

The purpose of this study was to reveal how K-12 music teachers who mentor preservice music teachers during the student teaching internship (i.e., cooperating teachers) perceive their experiences of working with higher education institutions. The questions of the study are: 1) what are cooperating teachers' (CTs') experiences of working with universities; 2) what information helps CTs prepare to work with student teachers (STs) and university supervisors (USs); and 3) what university procedures, tools, and interactions do CTs perceive as supportive to their role? The seven participants were K-12 music teachers who had been CTs. Data consisted of individual, semi-structured interviews. Participants' experiences are summarized in three categories of interactions: The Ask (being asked to take STs); The Match (being matched with STs); and The Collaboration (working with USs). Three intersecting themes emerged among these interactions: Personal Connections, Vetting CTs, and Participants' Student Teaching Experiences. This study supports five suggestions for practice for music teacher educators, STs, and CTs: 1) taking time to evaluate K-12 music educators as potential ST placements; 2) explaining to CTs how they were vetted; 3) explaining how STs are matched with CTs; 4) communicating STs strengths/needs to CTs, and 5) using narrative as a tool for establishing relationships and evaluating prospective CTs.
Undergraduate Musicians&apos; Remembered Benefits and Motives for Participating in Honor Ensembles
Author: Williams, Matthew L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Musicians,Musical Instruments,Graduate Students,Music Education,Student Participation,Student Attitudes,Student Motivation,Social Influences,Gender Differences,Majors (Students)

Given the prevalence of honor ensembles (Lien &amp; Humphreys, 2001) and the lack of research investigating these ensembles outside of the event itself, the purpose of this study was to examine collegiate musicians' remembered benefits and experiences of such honor ensemble experiences. Participants (N = 86) were undergraduate and graduate musicians participating in one of several university ensembles. Four of the top six reasons for participating in an honor ensemble and the top two remembered benefits of participation were musical in nature. Nearly half of all open-response comments about their least favorite aspect of honor ensemble participation addressed the amount of rehearsal time. Results indicated that should music educators wish to promote student participation in such events, they may have the most success by appealing to the musical nature of the events and a general interest in having fun, although follow-up comparisons seemed to indicate that both motivations and perceived benefits may be individual and contextualized. Suggestions for future research are discussed.
Perceptions of Educational Leadership Faculty Regarding Open Access Publishing
Author: Richardson, Jayson W.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Access to Information,Faculty Publishing,Scholarship,Journal Articles,Costs,Barriers,Credibility,Publishing Industry,Publish or Perish Issue,Tenure,Authors,Electronic Journals,Administrator Education,Information Dissemination,Educational Administration,Research Universities,Consortia,Reputation,Peer Evaluation

There is a dearth of research on the perceptions of faculty members in educational leadership regarding open access publications. This reality may exist because of a lack of funding for educational leadership research, financial obstacles, tenure demands, or reputation concerns. It may be that there are simply fewer established open access publishers with reputable impact factors to encourage publication by members in the field. The current study seeks to answer the following question: &quot;What are the perceptions of educational leadership faculty members in UCEA about open access publishing?&quot; The results are based on responses from 180 faculty members in the field of educational leadership.
Combining Physiological Data and Subjective Measurements to Investigate Cognitive Load during Complex Learning
Author: Larmuseau, Charlotte
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychophysiology,Cognitive Processes,Difficulty Level,Problem Solving,Responses,Arousal Patterns,Individual Differences,Undergraduate Students

Cognitive load theory is one of the most influential theoretical explanations of cognitive processing during learning. Despite its success, attempts to assess cognitive load during learning have proven difficult. Therefore, in the current study, students' self-reported cognitive load after the problem- solving process has been combined with measures of physiological data, namely, electrodermal activity (EDA) and skin temperature (ST) during the problem-solving process. Data was collected from 15 students during a high and low complex task about learning and teaching geometry. This study first investigated the differences between subjective and physiological data during the problem- solving process of a high and low complex task. Additionally, correlations between subjective and physiological data were examined. Finally, learning behavior that is retrieved from log-data, was related with EDA. Results reveal that the manipulation of task complexity was not reflected by physiological data. Nevertheless, when investigating individual differences, EDA seems to be related to mental effort.
Effectiveness of Self-Generation during Learning Is Dependent on Individual Differences in Need for Cognition
Author: Schindler, Julia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Individual Differences,Cognitive Processes,Difficulty Level,Learning Strategies,Recall (Psychology),College Students,Accuracy,Cues,Incidental Learning,Intentional Learning

Self-generated information is better recognized and recalled than read information. This so-called generation effect has been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners' disposition to engage in effortful cognitive activities (need for cognition, NFC) on the effectiveness of selfgeneration during learning. Learners low in NFC usually avoid getting engaged in cognitively demanding activities. However, if these learners are explicitly instructed to use elaborate learning strategies such as self-generation, they should benefit more from such strategies than learners high in NFC, because self-generation stimulates cognitive processes that learners low in NFC usually tend not to engage in spontaneously. Using a classical word-generation paradigm, we not only replicated the generation effect in free and cued recall but showed that the magnitude of the generation effect increased with decreasing NFC in cued recall. Results are consistent with our assumption that learners higher in NFC engage in elaborate processing even without explicit instruction, whereas learners lower in NFC usually avoid cognitively demanding activities. These learners need cognitively demanding tasks that require them to switch from shallow to elaborate processing to improve learning. We conclude that selfgeneration is beneficial regardless of the NFC level, but our study extends the existing literature on the generation effect and on NFC by showing that self-generation can be particularly useful for balancing the learning disadvantage of students lower in NFC.
The Effect of Formal Team Meetings on Teachers&apos; Informal Data Use Interactions
Author: Van Gasse, Roos
Date: 2019-00-00
Type: Journal Articles
Subjects: Staff Meetings,Data Use,Teacher Attitudes,Interaction,Data Interpretation,Outcomes of Education,Foreign Countries,Social Networks

In recent years, the emphasis on interaction in data use has grown because of its potential to support individual teachers. However, in practice, teachers do not appear to interact widely in their use of data, either formally or informally. To gain knowledge of how sustainable data use interactions can be facilitated, this study investigated how formal data use in teams of teachers affects the teachers' informal interactive data use. A survey provided insight into 72 teachers' perceptions of data use discussion, interpretation, diagnosis and action at formal team meetings. Subsequently, social network analysis of seven teacher informal data use networks revealed that teachers with more positive perceptions about formal data use become more active in their informal data use network. Within the problem diagnosis phase, this tendency is to generalize across the participating teams. The results of this study imply that, particularly to define problems and formulate actions based on pupil learning outcome data, it is necessary to ensure strong connections between teachers in formal groupings in order to affect their informal interactive behaviour.
Internet Addiction: Relationship with Perceived Freedom in Leisure, Perception of Boredom and Sensation Seeking
Author: Kara, Feyza Meryem
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Internet,Addictive Behavior,Gender Differences,Physical Activity Level,Freedom,Leisure Time,Student Behavior,Psychological Patterns,Foreign Countries

This study aimed to examine the university student's internet addiction, perceived freedom in leisure, leisure boredom, and sensation seeking level with regard to gender and physical activity participation, and to investigate the relationship between internet addiction, perceived freedom in leisure, leisure boredom and sensation seeking. The participants who were chosen using a convenience sampling method filled the &quot;Short Form of Young's Internet Addiction Test&quot; (YIAT-SF), Perceived Freedom in Leisure Scale (PFLS), &quot;Leisure Boredom Scale&quot; (LBS), and &quot;Sensation Seeking Scale&quot; (SSS). T-test, MANOVA, ANOVA and correlation analysis were used to analyze the data. T-test results indicated there were no significant differences in the mean scores of &quot;YIAT-SF&quot; with respect to gender (p&gt; 0.05). However, analysis revealed significant differences in the mean scores of &quot;YIAT-SF&quot; with regard to not regularly physical activity participation. There were significant differences in the mean scores of &quot;PFLS&quot; in favor of men participants and regularly physical activity participants (p&lt;0.05). Gender and regularly physical activity participation were significant of &quot;LBS&quot; (p&lt;0.01) in favor of women participants (p&lt;0.05). Similarly, gender were significant of &quot;SSS&quot; (p&lt;0.01) on the all sub-dimensions in favor of men participants (p&lt;0.05). However, there were no significant differences in the mean scores of regularly physical activity participation.
Analyzing Professional English Learning Needs and Situations of Science and Language Majors in a Chinese University
Author: Xie, Qing
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business English,College Students,Majors (Students),College Science,Student Motivation,Student Interests,Needs Assessment,Public Colleges,Verbal Communication,Context Effect,Education Work Relationship,Educational Needs,Student Educational Objectives,Second Language Learning

This article reports an investigative study of professional language learning needs of science and language majors in the Chinese university context. Surveys with both rating and open-ended questions and participant observation were conducted with 158 participants from science and language programs who enrolled in business English courses in the Chinese university in February 2017. The results show that science and language majors had different purposes for learning professional English as they had discipline specific learning needs. Language majors had more communication with English users than science majors. However both science and language majors reported limited English language use and learning out of class. There were difficulties in English learning due to lack of motivation and interest. Based on the results, suggestions are offered for teaching improvement. This study has positive implications for college English teaching reform in both China and worldwide context.
The Learning Paradox: The Digital Generation Seeks a Personal, Human Voice
Author: Davidovitch, Nitza
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Resistance (Psychology),Technology Integration,Computer Assisted Instruction,Age Differences,College Faculty,Foreign Countries,Cognitive Style,Teacher Role,Attendance,Electronic Learning,Socioeconomic Background,Reading Habits,Educational Attainment,Secondary Education,Parent Background,Gender Differences,Study Habits,Social Environment,Lecture Method,Predictor Variables

This study examines undergraduate students' perceptions of academic teaching and factors that affect these perceptions, whether social background, secondary education, academic background, or learning habits. The study is based on the findings of a previous study conducted by the authors, which indicated two patterns of learning habits among undergraduate students: those oriented toward the use of digital and technological devices, and those oriented toward the use of traditional technology-resistant means. These learning habits were incorporated as explanatory variables in the current study, which included 772 undergraduate students in 14 disciplines from 37 academic institutions. A complex picture emerges from the research findings. On one hand, students' attitudes toward teaching indicate a preference for teaching that stresses personal rather technological aspects. While students' learning patterns also reflect traditional learning patterns, students do not resist technology: they are exposed to and actively use technologies, both within and outside of the learning context. Moreover, it emerges that traditional learning habits have a formative effect on perceptions of technology-oriented teaching. That is to say, despite a conventional mode of learning and a preference for personal frontal teaching, students appear to subscribe to the notion that academic institutions should be at the cutting edge of teaching technologies. Thus, a gap is identified between students' personal preferences and their perceptions of ideal academic teaching. This gap may stem from issues related to learning and/or from the social and academic climate. Investigation of the gap and of related issues is a recommended subject for future research.
Assessing the Correlation between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya
Author: Njoki, Priscilla Gachigi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Academic Ability,Mathematics Achievement,Secondary School Students,Student Attitudes,Low Achievement,Gender Differences,Institutional Characteristics,Public Schools

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students' academic self-concept and boost students' mathematics achievement.
Written Corrective Feedback as Practiced by Instructors of Writing in English at Najran University
Author: Aseeri, Fatimah Mohammed M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Teachers,Feedback (Response),Error Correction,Foreign Countries,Written Language,Educational Practices,English Departments,Student Evaluation,College Students,College Faculty,Native Language,Semitic Languages,Writing Improvement,Writing Skills,Proofreading,Language of Instruction

The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected data. Findings revealed that the direct way of correction, i.e., the identification of student's errors by underlining or circling and then telling them how to correct such errors without allowing them the chance to figure out what the corrections are, was the most practiced way of written corrective feedback. Using Arabic, as it was students' mother tongue, to show them their errors and then explain to them how to correct these errors was the second practiced way. Indirect correction like for example correcting student's errors through writing in the margin that there was an error without giving them the correct answer was the least used way, as indicated by faculty members. Nevertheless, correcting students' errors by coding the exact error in the text without giving them the correct answer was the least used way from students' viewpoint. Moreover, findings showed that both faculty members and students were in favor of the comprehensive not the selective way of correction.
Social Media Treasure Hunt -- Practical Lessons Using Twitter in the English Classroom
Author: McLain, Terrill Reid
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Technology Integration,Learner Engagement,Cultural Awareness,Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,Pilot Projects,Lesson Plans,Foreign Countries,Class Activities,Student Attitudes,College Students,High School Students,Handheld Devices,Telecommunications

Today's students -- a generation electronically connected since birth -- are trying new innovative technology before they reach university. Integrating technology tools in classes has never been more accessible. Research supports using social media in the classroom to boost student engagement and is a good idea for many different subjects (Rheingold, 2008). As Abe and Jordan point out, the creation of intentional instruction regarding social media is key to advancing student learning (Abe &amp; Jordan, 2013, p. 17). Rheingold furthers this assertion by saying; &quot;Moving from a private to a public voice can help students turn their self-expression into a form of public participation&quot; (Rheingold, 2008, p. 25). As Joosten, Pasquini, and Harness note in their 2013 article referring to the book &quot;Social Media for Educators: Strategies and Best Practices&quot;, technologies such as Facebook, Twitter, and YouTube have the potential to enhance learning and strengthen instructors' pedagogical practices&quot; (Joosten, Pasquini, and Harness, 2013, p. 126; see Joosten, 2012). Moreover, students also demand intercultural experience as a result of the formation of the &quot;global village&quot; (Gullekson, Tucker, &amp; Coombs Jr., 2011). Resent research has shown that implementing social media can help foster these types of international communication interactions for students and can boost their perceived improvement with English vocabulary (Dashtestani, 2018). This translates into an opportunity for English classes to encompass activities that include social media to promote intercultural competence and conversation practice. Instructors can introduce these tools to boost engagement by mirroring the tools used in global interactions with favorite channels such as Facebook, Twitter, LinkedIn, etc. This practical paper explains the rationale behind using Twitter in class, outlines a pilot program that was done in South Korea, and provides two lesson plans that instructors can adapt using Twitter as the primary technology tool.