ethanporcaro/eric-fulltext-meta huggingface dataset:
Revisiting the Digital Divide(s): Technology-Enhanced English Language Practices at a University in Pakistan
Author: Rashid, Shaista
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Information Technology,Technology Integration,Learning Processes,Undergraduate Students,Student Attitudes,Telecommunications,Handheld Devices,Gender Differences,Majors (Students),Language of Instruction,Computer Use,Technological Literacy

With the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students' engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students' non-educational use of technologies shapes their academic use of technology and learning process (Swanson &amp; Walker, 2015), integrating students' preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.
Customized Nudging to Improve FAFSA Completion and Income Verification
Author: Page, Lindsay C.
Date: 2020-03-00
Type: Journal Articles
Subjects: Barriers,Student Financial Aid,Income,College Applicants,Outreach Programs,Synchronous Communication,College Attendance,Behavior Patterns,Intervention,High School Students,Comparative Analysis,Student Characteristics

Informational and behavioral barriers hinder social benefit take-up. We investigate the impact of mitigating these barriers through providing personalized information on benefits application status and application assistance on filing the Free Application for Federal Student Aid (FAFSA), the gateway to college financial aid. Through a multidistrict experiment, we assess the impact of this outreach, delivered via text message. This data-driven strategy improves FAFSA completion and college matriculation and potentially reduces the negative consequences of additional procedural hurdles such as FAFSA income verification, required of approximately one third of filers nationally.
University Students&apos; Social Capital, Social Media Usage and Democratic Citizenship Behaviours
Author: Acun, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Social Capital,Handheld Devices,Telecommunications,Student Behavior,Democratic Values,Citizen Participation,State Universities,College Students,Student Attitudes,Foreign Countries,Trust (Psychology),Political Attitudes

The aim of the study is to investigate the relationship between university students' level of democratic citizenship behaviors and their social media usage through social capital theory. University students' involvements in democratic issues are both affected by and happens though social media due to the rapid developments in mobile technologies. Thus, it is worthwhile to explore its effect. The study utilized a quantitative approach for both data collection and analysis. The participants of the study were students of Turkish state universities. The total number of the students involved in the study was 2253. The data was gathered by 7 scales developed for the study. One of the scales was yes/no type and the rest were Likert type scales. The data was subjected to stepwise regression analysis. Among all the variables that were in regression models, it appears that 'trust' is the most important single variable in explaining students' different citizenship behaviors.
Improving Indicators of College Readiness: Methods for Optimally Placing Students into Multiple Levels of Postsecondary Coursework
Author: Leeds, Daniel M.
Date: 2020-03-00
Type: Journal Articles
Subjects: Educational Indicators,College Readiness,Student Placement,Community Colleges,Two Year College Students,Cutting Scores,Accuracy,Developmental Studies Programs

Over half of community college students place into developmental education, resulting in significant financial costs. We extend previous research demonstrating that using placement tests to assign students into developmental courses results in frequent misplacement. We use Florida data to explore the extent to which students are misplaced into their first college course by more than one level. Results suggest that moving away from placement tests and toward other metrics (like high school grade point average [GPA]) may not be as beneficial in Florida as was demonstrated in prior studies. Rather, it may be preferable to choose cutoffs that minimize misplacement than to use new metrics. States should consider their own unique contexts and examine whether they can improve placement accuracy by changing cut scores. [For the corresponding grantee submission, see ED602233.]
A Longitudinal Study of a New Science Teacher&apos;s Beliefs and Classroom Practices
Author: Dogan, Ozgur Kivilcan
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,High School Teachers,Science Teachers,Teacher Attitudes,Beliefs,Teaching Methods,Change,Work Environment,Teaching Styles,Interpersonal Relationship,Power Structure,Teacher Competencies

Teachers' educational beliefs influence their decisions and actions before, during, and after class. Classroom actions are a result of decision-making processes wherein teachers judge how they can teach effectively. The early years of teaching profession is important in shaping new teachers' practices in accordance with their beliefs. This study identifies how the beliefs and classroom practices of a new science teacher change within the first three years of working. This study's participant was a new high-school science teacher in Midwestern United States. Changes were investigated by employing qualitative research methods. Data for this longitudinal case study were gathered from interviews, questionnaires, and classroom observations for three years. The findings show that teachers cannot practice their reformist beliefs without experiencing real class environments.
Science Teachers&apos; Views of Socio Scientific Issues
Author: Akbulut, Hava Ipek
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,Opinions,Teaching Methods,Science and Society,Inquiry,Teacher Effectiveness,Foreign Countries,Questionnaires,Semi Structured Interviews

The aim of this study is to determine the awareness of science teachers about socio-scientific issues, the methods and techniques used in the teaching of socio-scientific issues, and the suggestions about effective teaching of socio-scientific issues. The sample of the study consisted of 75 science teachers (50 women, 25 men) who serve in various regions of Turkey. All participants answered the questionnaire consisting of open-ended questions. Afterward, interviews were conducted with 10 selected teachers. Content analysis was used to analyze the data. By the content analysis, it is aimed to reach the relations and concepts that can explain the collected data (Yildirim and Simsek, 2013). When the findings of the open-ended questionnaire were examined, it was determined that teachers did not associate the definition and content of the concept of the socio-scientific issue with science and they have a low level of awareness about the content. In addition, it was observed that the teachers mostly use the discussion method in the presentation of socio-scientific issues. Teachers also stated that the number of the outcomes included in the curriculum and number and diversity of socio-scientific issues in the textbooks are insufficient and they should be increased.
An Investigation the Effect of STEM Practices on Fifth Grade Students&apos; Academic Achievement and Motivations at the Unit &quot;Exploring and Knowing the World of Living Creatures&quot;
Author: Parlakay, Eda Salman
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Student Motivation,Grade 5,Middle School Students,Elementary School Science,Science Instruction,Foreign Countries,Control Groups,Experimental Groups

This study aims to investigate the effects of Science Technology Education Math (STEM) practices on academic achievement and motivations of students in the 5th grade of middle school in &quot;Exploring and Knowing the World of Living Creatures&quot; section in Science lecture. The study was designed in a semi-experimental pattern with pre-test post-test control group. A middle school in the center of Antakya was selected by appropriate sampling method. The sample of the study was formed by the 5th grade students who were studied in 2 sections where the same teacher taught. A group of students in one section formed the control group of students while the other branch formed experimental group. The unit 'Exploring and Knowing the World of Living Creatures' was explained through the lesson plans prepared according to the STEM applications in the experimental group and through the methods appropriate to the course book in the control group. As a data collecting tool, both groups were given the &quot;Exploring and Knowing the World of Living Creatures Achievement Test (EKWLCAT) and &quot;Motivation Scale toward Science Learning&quot; (MSSL) were applied. The obtained data were analyzed by statistical analysis utilizing the mean, standard deviation, frequency and percentage values of these data using an appropriate statistical program. As a result, it has been determined that STEM applications have a positive effect on academic achievement. However, when the subcategories of the motivation scale were examined, a statistically significant difference was not found in the subcategories of performance communication and participation, while a positive increase was found in favor of research and cooperation.
Pledging to Do &quot;Good&quot;: An Early Commitment Pledge Program, College Scholarships, and High School Outcomes in Washington State
Author: Goldhaber, Dan
Date: 2020-03-00
Type: Journal Articles
Subjects: College Bound Students,High School Students,Scholarships,Outcomes of Education,Graduation Rate,Juvenile Justice,Correctional Rehabilitation,Institutionalized Persons,Program Effectiveness,Low Income Students,State Programs,Eligibility,Need Analysis (Student Financial Aid),College Preparation,Grade Point Average

Indiana, Oklahoma, and Washington each have programs designed to address college enrollment gaps by offering a promise of state-based college financial aid to low-income middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a triple-difference specification, we estimate the effects of Washington's College Bound Scholarship program on students' high school grades, high school graduation, juvenile detention and rehabilitation, and incarceration in state prison during high school or early adulthood. We find insignificant and substantively small or negative effects on these outcomes. These results call into question the rationale for such early commitment programs.
The Opinions of Teacher Trainer about Devoted Teaching Profession
Author: Yazar, Taha
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Teaching (Occupation),Teacher Characteristics,Altruism,Foreign Countries,Personality Traits,Social Values,Teacher Motivation,Empathy,Teacher Student Relationship,Teacher Responsibility,Time Management,Communication Skills

The purpose of this research is to determine the opinions of the faculty members about devoted teaching profession, from Ziya Gökalp Faculty of Education at Dicle University. This research is qualitative study exploring the views of teacher trainer about teacher devotion. In the study, phenomenological design was utilized. The participants of this study involved 30 teacher trainer working at Ziya Gökalp Faculty of Education, Dicle University in the academic year of 2016-2017. In the study, a semi-structured interview form developed by the researchers was utilized as a data collection tool. The results obtained from the research data are given within the framework of the research questions. The answers given to the questions were analyzed by way of content analysis method. Regarding the results of the research, the teacher trainers responded the question of &quot;who is devoted teacher&quot; through identifying a person who can go beyond their usual tasks, spare extra time for his/her students; who respects social values and profession; who has responsibility; who develops himself/herself in terms of academic and socio-cultural ways; who has empathy, good communication skills; and who does not expect any financial matters for the duties carried out.
Enhancing Online Language Learning Task Engagement through Social Interaction
Author: Tran, Phuong
Date: 2018-00-00
Type: Journal Articles
Subjects: Task Analysis,Computer Mediated Communication,Vocabulary Development,Social Networks,Learning Activities,Second Language Learning,Second Language Instruction,Language Tests,Independent Study,Positive Attitudes,Teacher Attitudes,Student Attitudes,Foreign Countries,English (Second Language),Computer Software,Computer Assisted Instruction,Undergraduate Students

Encouraging learners to engage in learning activities outside of formal class time is an ongoing challenge for language teachers. It has been argued that the social aspect of technologies can used as a support for learning, but how to achieve this remains a challenge. There is evidence that from a theoretical perspective, social networking appears to provide many of the conditions necessary for supporting learning, and there is an increasing number of studies that have started to explore the potential of social networking in language learning contexts. Results thus far have been rather mixed, where learners tend to show positive attitudes but limited interaction. The purpose of the current study is to examine how social networking is used by teachers and learners as a support for supplementary out-of-class vocabulary learning through Quizlet. Learner engagement was investigated in two consecutive semesters using the same two intact classes in each semester (N=48), the first semester where learners were given support in class, and the second semester where learners were provided with support by the teacher using LINE. Learner engagement in the Quizlet activities across the two semesters were investigated, as well as the logs of all interactions in the class LINE group and the individual interactions with the teacher. The results are discussed in terms of how social networking may be used as a support tool in terms of a community discussion tool, a teacher-to-student reporting tool, and student-to-teacher reporting tool.
Language Learning and Activation in and beyond the Classroom
Author: Choi, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Informal Education,Classroom Environment,Language Skills,Blended Learning,Teaching Methods,Student Projects,Active Learning,Case Studies,Teacher Role,Student Role,College Students,Video Technology,English for Science and Technology,Foreign Countries,Graduate Students,Study Abroad,Teacher Education Programs,Music,Intensive Language Courses,Catholics,Church Related Colleges

In contemporary educational contexts, technology, globalization, and mobility have brought about a blurring of the boundary between language learning and activation in and beyond the classroom. (We prefer the term &quot;activation&quot; to &quot;use&quot; as it has a more dynamic connotation.) This contrasts with the pre-globalized, pre-Internet world when, in many EFL (and even ESL) settings, opportunities for language use outside the classroom were either limited or non-existent. These days, regardless of the physical context in which learners are living, there are many opportunities for language activation outside the classroom (see Benson &amp; Reinders, 2011; Nunan &amp; Richards, 2015, for over 40 case studies of such opportunities). Additionally, there is a problematic distinction between classrooms, as places where language is learned, and the world beyond the classroom, as spaces where classroom-acquired language and skills are activated. Inside the classroom, experiences can be created in which learning and activation can co-occur (Swain, 2000). Beyond the classroom, learners are not only activating their language in authentic contexts, they are also developing their communicative repertoires and acquiring language skills that are not readily acquired in the classroom (Choi, 2017). This paper thus rests on the following premises: learning and activation can co-occur inside and outside the classroom; and, language learning/activation outside the classroom offers challenges and opportunities that are not available inside the classroom. In the body of the paper, we will expand on, exemplify, and attempt to justify these premises. We will also argue that a blended, project-based approach, incorporating both in class and out of class learning/activation opportunities provides optimal environments for language development. In the body of the paper, we showcase the rich learning affordances in blended project designs drawing on four case studies from a range of contexts. Finally, we discuss the need to rethink the roles of teachers, learners and pedagogy within the blended model.
Interpersonal Meaning of Code-Switching: An Analysis of Three TV Series
Author: Huabin, Wang
Date: 2018-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Television,Programming (Broadcast),Interpersonal Communication,Internet,Linguistic Theory,Language Variation,Language Usage,Emotional Response,Discourse Analysis,Second Languages,Native Language,Grammar,Interpersonal Relationship,English (Second Language),Foreign Countries,Mandarin Chinese,Sino Tibetan Languages

As one of the most widespread linguistic phenomena, code-switching has attracted increasing attention nowadays. Inspired by previous studies in this field, this paper addresses code-switching under the guidance of Systemic Functional Linguistics (SFL), with the primary goal of analysing the interpersonal meanings of code-switching in three TV series. The research data were collected as follows: first, internet resources were examined to find three popular TV series with code-switching, namely &quot;I Not Stupid,&quot; &quot;Moonlight Resonance&quot; and &quot;Humble Abode;&quot; second, the data were selected, classified and observed for analysis. As the focus of this paper is interpersonal meaning, functional theories were elaborated towards a single framework for interpersonal meanings of code-switching in two parts: appraisal theory and tenor in register. The first part aims to evaluate emotions which are embedded in code-switching. The second part deals with the roles and relationships between different participants. With these theories included in the research, qualitative analyses were conducted: first of all, sample data were categorised based on their grammatical structures; then interpersonal meanings of code-switching are discussed under the guidance of these functional theories to test the applicability of SFL in this field. It is concluded that code-switching in these TV series is a natural reflection of interpersonal meanings in daily life. People switch codes to express their emotions and negotiate the interpersonal relationships between different participants. It is hoped that the major findings of the present research will contribute to broadening the research scope of code-switching.
Theory of Mind Development and Narrative Writing: A Longitudinal Study
Author: Svensson, Birgitta E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory of Mind,Longitudinal Studies,Writing Skills,Narration,Elementary School Students,High School Students,Writing Evaluation,Teaching Methods,Writing Instruction,Case Studies,Electronic Publishing,Skill Development,Middle School Students,Student Attitudes,Language Usage,College Students,Discourse Analysis

The purpose of this paper is to study the development of Theory of Mind capacities in one individual's narrative writing from year 1 in elementary school through high school and onwards. To this end this longitudinal study focuses on evaluative expressions while drawing on the Appraisal theoretical frame work, developed by Martin (2000) and Martin and White (2005). Both quantitative and qualitative methods are applied. The findings illustrate clear developmental trends in the evaluative choices regarding Appraisal categories, as well as the amount and types of evaluations, and the linguistic realizations of the evaluations in the texts. The findings also display how the individual's Theory of Mind capacities are inextricably linked to the level of advancement in linguistic repertoire and an increased complexity and sophistication in the organization of narrative structure. The paper concludes with a discussion of some pedagogical implications of the study.
The Scale of Ideational and Social Contribution of Art to Politics: A Validity and Reliability Study
Author: Demirel, Irfan Nihan
Date: 2020-00-00
Type: Journal Articles
Subjects: Likert Scales,Test Construction,Content Validity,Construct Validity,Test Reliability,Factor Structure,Factor Analysis,Correlation,Art,Politics,College Students,Foreign Countries

The aim of the study is to develop a valid and reliable scale in order to determine the ideational and social contribution of art to politics. The 5 point likert scale was applied to a total of 891 university students studying in different departments of a state university. As a result of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), it was found that the scale consisted of twelve items and was collected under two sub-factors. Factor loads of the scale items were found to range between 0.571 and 0.818. In addition, the variance rate explained by two factors was calculated as 58.397%. The x2/df value of the scale was calculated as 1,944. Other concordance index values were calculated as CFI= 0.962, TLI= 0.952, RMSEA= 0.066, SRMR= 0.0546. The Cronbach-Alpha internal consistency coefficient was calculated as 0.893 for the overall scale; 0.862 for the first sub-factor and 0.842 for the second sub-factor. Item-total score correlation values of the scale items ranged between 0.538 and 0.655. These results show that SISCAP can be used as a valid and reliable measurement tool.