ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate German as a Second Foreign Language Learning Experience and Improvement Strategies
Author: Zhang, Lequn
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,German,Second Language Learning,Student Experience,Foreign Countries,College Second Language Programs,Student Attitudes,Learner Engagement

In order to speed up international cooperation and exchange, the government is encouraging higher education institutions to provide more foreign language courses in addition to English in light of China's progress in reform and opening up. This study used interview and questionnaire surveys to analyze the current state of German language education as a second foreign language and student learning involvement in it in China. The goal was to understand students' experiences learning German as a second foreign language. Additionally, suggestions were made to enhance the structure of college German courses for non-German majors.
The Relationship between Text Formality and Writing Quality: An Evaluation Based on Coh-Metrix
Author: Xie, Yaojing
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Computational Linguistics,Writing Evaluation,Writing (Composition),Persuasive Discourse,Connected Discourse,Syntax,Scores,Narration,Writing Instruction,Foreign Countries

This study seeks to investigate the relationship between text formality and writing quality by quantifying text formality in EFL English writing. In order to conduct the research, 548 English argumentation compositions were evaluated in terms of the five Coh-Metrix text formality dimensions: narrativity, syntactic simplicity, word concreteness, referential coherence, and deep cohesion. Based on the study, there is only a weak relationship between text formality and writing quality, and some facets of text formality, such as narrativity, word concreteness, syntactic simplicity, and deep cohesion, have varying degrees of influence on writing quality and, consequently, on English writing scores. As per statistics, narrativity has a detrimental effect on writing quality; word concreteness has a significant positive correlation with writing quality; syntactic simplicity shows a relatively small negative correlation with writing quality; deep cohesion has a modestly negative correlation with writing quality; and referential coherence has no correlation with writing quality. It is intended that the findings of this study will have some bearing on how English argumentative writing is taught and learned.
Improving Minority Education in China in the &quot;Internet Plus&quot; Era: A Case Study of Southwest Guizhou Autonomous Prefecture
Author: Huang, Jiliang
Date: 2022-00-00
Type: Journal Articles
Subjects: Geographic Regions,Ethnic Groups,Minority Group Students,Internet,Technological Literacy,Information Technology,Teaching Methods,Computer Software,Institutional Cooperation,Faculty Development,Educational Improvement,Technology Integration,Foreign Countries,Access to Education,Attendance,Teacher Shortage,Culturally Relevant Education,Distance Education,Educational Quality,Educational Resources,School Administration,Language Maintenance,Cultural Maintenance

Southwest Guizhou Autonomous Prefecture has been at the forefront of developing digital education for China's ethnic minorities. The prefecture uses the Jinzhou Educational Cloud Platform, which is based on improved digital infrastructure, to improve teachers' digital instruction competencies, raise school precision management levels, and promote inter-school collaboration and sharing of high-quality educational resources. In this study, we examined the prefecture's paths to developing internet- and ITenabled minority education and described their successes to provide insight into the deep integration of information technology and education in minority regions.
Digital Teaching Research Based on the Intelligent Research and Training Platform: Citing the Practice of the Chinese Teaching and Research Group of Senior Secondary School Affiliated to Xingyi Normal University for Minorities as a Case Study
Author: Gong, Jie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Minority Group Students,Intelligent Tutoring Systems,Artificial Intelligence,Faculty Development,Grade 7,Teacher Student Relationship,Learning Analytics,Teacher Effectiveness,Secondary School Teachers,Case Studies,Blended Learning,Educational Improvement,Chinese,Learner Engagement,Learning Management Systems,Language Teachers,Student Behavior,College School Cooperation

The Intelligent Research and Training Platform (IRTP) of the National Center for Educational Technology (NECT) is an application designed to integrate AI technology and teacher education in response to the &quot;Artificial Intelligence + Teacher Education&quot; strategy, in order to provide teacher professional development and power the advancement of basic education. In this study, a school teaching and research team conducted instructional research on the seventh-grade Chinese lesson Wisteria, utilizing analytical reports of classroom observation, teaching behavior, and teacher ability matrix generated by the Intelligent Research and Training Platform's big data-based evaluation of classroom teaching for this lesson. Using data analytics and scale grading, this kind of practice helps teachers get better at doing research in their own fields.
Intersectionality in the Dichotomy of Caring &amp; Complicity by Mexican American Teachers
Author: Luna, Nora Alicia
Date: 2022-00-00
Type: Journal Articles
Subjects: Mexican Americans,Elementary School Teachers,Grade 5,Elementary School Students,Culturally Relevant Education,Caring,Intersectionality,Emotional Response,Teacher Student Relationship,Whites,Power Structure,Advantaged,Compliance (Psychology),Second Language Learning,Bilingual Students,Culture Conflict,Majority Attitudes

Via care ethics and culturally relevant pedagogy, this article explores the events observed in fifth grade science classrooms of two Mexican American teachers. The participants were observed expressing dichotomous emotional struggles with their feelings towards their Mexican American students. The struggle consisted of a genuine caring attitude with authentic cariño (caring) for their students revealed in reflections about their concern for their Mexican American students' future opportunities and a necessity to ensure student success by adhering to a complicity for the hegemonic White dominant culture's curriculum. This study extends our understanding of what teachers struggle with when teaching Mexican American students on a curriculum that is culturally different from the curriculum their school uses. This study suggests that participants in this ethnographic case study do have authentic cariño and good intentions of providing a care ethic for their Mexican American students, but their actions and ideology reveal the assimilation with the hegemony of the school's culture of standardization, one that promotes a dominant monolingual ideology.
I Live in Nepantla; I Live in the Borderlands
Author: Eufracio, Gricelda
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Racism,Culturally Relevant Education,Equal Education,Social Justice,Minority Group Students,Minority Group Teachers,Hispanic Americans,Barriers,Social Bias,Coping,Experience

This autobiographical research draws from testimonio inquiry exploring my lived curriculum as an emerging scholar and curriculum administrator of students who are living in historically marginalized areas. The questions are: How can testimonios inform the struggles of immigrant students in the Whitestream curriculum? How does my life in Nepantla inform teaching and learning in Aztlan? My framework is based on Gloria Anzaldúa's notion of Nepantla. More specifically, I use testimonio as a method of inquiry to critically explore my work to transform a curriculum designed from a White supremacist perspective into a more relevant curriculum. This study is important because immigrant educators will acquire conocimiento (knowledge) about the educational inequalities that still exist in education and they will learn to be agents of change in education.
Standardized Patients in Communication Sciences and Disorders: Past, Present and Future Directions
Author: Zraick, Richard I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Disorders,Role Playing,Patients,Clinical Teaching (Health Professions),Skill Development,Student Evaluation,Speech Language Pathology,Audiology,Allied Health Occupations Education,Speech Communication,Teaching Methods

Standardized patients (SPs) are increasingly being used with students in the field of communication sciences and disorders (CSD). The purpose of this paper is to describe the use of SPs with CSD students. Challenges to the clinical education of students are described, and a call is made to expand the use of SPs to facilitate student learning of clinical skills and to assess students' clinical competency.
Simulation-Based Training Improves Student Assessment of Oral Feeding Skills in Preterm Infants
Author: Broadfoot, Courtney K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Premature Infants,At Risk Persons,Nutrition,Physical Disabilities,Psychomotor Skills,Child Development,Computer Simulation,Simulation,Physiology,Infant Behavior,Training,Skill Development,College Students,Video Technology

Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training tool to increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a brief simulation training protocol, and accuracy percentages were calculated based on their ability to determine the following: physiological and behavioral signs of feeding distress, oral feeding skill level (OFS), and clinical recommendation for further feeding evaluation. Our results revealed that this simulation-based training improved the identification of behavioral (p &lt; 0.001) and physiological (p &lt; 0.001) signs of feeding distress, OFS level (p &lt; 0.001), and ability to make appropriate clinical recommendations (p &lt; 0.001).This study has identified a successful method to effectively train entry-level clinical and non-clinical students to screen feeding skills in preterm infants. This training approach has the potential to improve identification of feeding distress and to recognize the need for a dysphagia evaluation to optimize clinical outcomes in this fragile population.
The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand
Author: Yang, Yang
Date: 2022-00-00
Type: Journal Articles
Subjects: Handheld Devices,Electronic Learning,Active Learning,Second Language Learning,English (Second Language),Critical Reading,Reading Skills,High School Students,Foreign Countries,Student Attitudes,Blended Learning,Grade 11,Instructional Effectiveness

Due to the tumultuous COVID-19 pandemic, the use of advanced technology in language education is currently on the rise, with English education being no exception. Simultaneously, the advancement and expansion of technology provide English as a foreign language students with multiple channels and opportunities to reinforce the four skills of English (reading, writing, speaking, and listening) to varying degrees both inside and outside the classroom. While previous studies have highlighted the feasibility and sustainability of blended learning in facilitating English skills, few studies have investigated the impact of mobile blended active language learning (MBALL) on promoting the English critical reading skills of Thai high school students. In hopes of filling this gap, the present study used both quantitative and qualitative methodologies to investigate the effects of MBALL on improving Thai high school students' English critical reading skills and their opinions on the use of MBALL. Pre- and post-tests were used to compare the students' critical reading scores before and after the MBALL implementation. A questionnaire was used to determine the students' opinions on the use of MBALL, and individual semi-structured interviews were employed to obtain more-detailed information. The results of the tests revealed that the Thai high school students' English critical reading skills had improved after implementation of the MBALL curriculum. Furthermore, the findings of the questionnaire and interviews suggested that the Thai high school students were enthusiastic about the use of MBALL.
Administrative Considerations Pertaining to the Use of Creative Methods of Student Assessment: A Theoretically Grounded Reflection from a Master of Biostatistics Program
Author: Troy, Jesse D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Statistics Education,Alignment (Education),Educational Objectives,Graduate Students,Masters Programs,Creativity,Learner Engagement,Cheating,Educational Change,Teacher Administrator Relationship,Program Administration,Biological Sciences,Blended Learning,Inferences,Causal Models,Programming Languages,Teaching Methods

Student evaluation is a key consideration for educational program administrators because program success depends on students' ability to demonstrate successful development of core competencies. Student evaluations must therefore be aligned with learning objectives and overall program goals. Graduate level educational programs typically incorporate course-level and program-level evaluations, e.g., a final examination in a single course vs. a qualifying examination that assesses knowledge gained from several courses. While there is often considerable attention given to the structure of these evaluations at the program level, the format is typically left to the instructor's discretion. We argue in this article that there are administrative advantages to encouraging instructors to adopt creative forms of assessment that extend beyond the typical concerns related to program structure. Specifically, we argue that advantages can be gained in terms of increasing student engagement, adding real world context to student evaluations, maintaining positive program culture, and reducing the opportunity for cheating. We present two examples of creative assessments implemented in a 2-year Master of Biostatistics program, along with a discussion of three key questions administrators should consider as they work with instructors to develop innovative assessment methods: (1) what changes to make; (2) in what order to make those changes; and (3) how to consult with instructors about making those changes.
Advancing Transformative Learning to Develop Competency in Teaching Social Studies Online of Pre-Service Teacher Students in Chiang Mai Education Sandbox
Author: Mangkhang, Charin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transformative Learning,Teacher Competencies,Social Studies,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Blended Learning,Educational Innovation

The objectives of the research at this time were to 1) study and construct the transformative learning innovation to develop competency in teaching social studies online and 2) study the results of transformative learning to develop competency in teaching social studies online of pre-service teacher students in Chiang Mai education sandbox. For research methodology, participatory action research (PAR) was used. The samples in the research consisted of 1) Staff of teachers teaching social studies (9 people); 2) Experts of learning management (5 people), and 3) Students taking the course of the social studies teaching methodology for Semester 1 of the 2021 academic year (43 people). Purposive sampling was used to get a total of 57 people. The instruments used in the research were 1) unstructured interview forms, 2) assessment forms of the suitability of the approach of organizing innovative transformative learning to develop competency in teaching social studies online, and 3) questions reflecting learning. Qualitative data were analyzed by using content analysis. The presentation was conducted in the form of descriptive analysis. Quantitative data were analyzed by using the statistical package to find the mean and standard deviation. The study results revealed that: 1. Regarding innovative transformative learning to develop competency in social studies online teaching, arrangements should be made for students to learn the methodology of social studies pedagogy in the form of hybrid learning. This will help students have teaching competencies in real classrooms(onsite) and virtual reality classrooms (online) efficiently. The approach to organizing learning innovation called area-based pedagogy had efficiency at the highest level and 2. The developed learning innovation helped develop teaching competencies of pre-service teacher students to be consistent with the Thai Qualifications Framework for Higher Education of digital competencies efficiently.
Significance of Argumentation Tasks in Vietnamese Geography Textbooks Following the Competency-Based Curriculum Reform
Author: Nguyen, Thanh Tam
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Persuasive Discourse,Textbook Content,Geography Instruction,Curriculum Development,Skill Development,Competence,Elementary Secondary Education

This article focuses on the promotion of argumentation skills in Vietnamese geography teaching, which are not only relevant for understanding subject contexts but also for evaluation and critical reflection processes. An earlier study in this context showed that limited argumentation tasks are incorporated into the central medium of instruction, the textbook, and that this competence is rarely promoted in the classroom (Nguyen, 2018). However, a curriculum reform and revision of textbooks is currently taking place in Vietnam, alongside a liberalisation of the textbook market. As the main goal of the reform is competence orientation, this article examines the extent to which the importance of promoting argumentation competences through specifications in the new curriculum and tasks in new textbooks have increased in comparison to the previous study. The results suggest that there are few developments in this area, which are further discussed in the conclusion, in the context of the global challenges for implementing competence orientation through curricular.
Students&apos; Insights on the Suitability and Adaptability of Two Undergraduate Medical and Dental Curricular Pathways before and during COVID-19 Pandemic: A Cross-Sectional Survey
Author: Okoromah, Christy
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undergraduate Study,Medical Education,Dentistry,School Closing,Student Attitudes,Program Effectiveness,Medical Students,Student Centered Learning,Foreign Countries,Problem Based Learning,Competency Based Education,Experiential Learning

The COVID-19 pandemic and lockdown disrupted every human endeavour including the world of medical education, halting pre-clinical and clinical trainings as well as graduation of physicians for the healthcare workforce thus posing a double jeopardy at a time of dire need for increased healthcare personnel. The adaptability and preparedness of training curricula for emergencies such as natural and man-made disasters ultimately determine the degree of disruption in medical education. This study explored students' insights on the efficacy and suitability of two curriculum pathways before and during the COVID-19 pandemic. This is a descriptive, cross-sectional study conducted between 2020 and 2021 in a public medical school using 102-item questionnaire administered online to 300 medical and dental students exposed to different training curricula- a &quot;Traditional Curriculum&quot;, and a new &quot;SPICCES Curriculum&quot; that emphasizes student-centred designs. The questionnaire response rate was 93.3% comprising 55.7% and 44.3% female and male respondents, and 78.6% and 21.4% medical and dental students respectively with a mean age of 22.1 ± 2.39 years (range: 18-33 years). A total of 65.4% and 34.6% respondents were on the SPICCES and Traditional curriculum pathways respectively. More respondents in the SPICCES curriculum compared with the traditional curriculum track (70.5% vs 52.6%; X[superscript 2] = 8.862, p = 0.003, [phi] = -0.178) had favourable perspectives on the relevance of their program and the overall quality of the curriculum in preparing them to be rounded physicians for the 21st-century (59.0% vs 27.8%). Approximately 47.0% and 33.0% (X[superscript 2] = 3.990, p = 0.046, [phi] = -0.119) respondents in dentistry and medicine respectively had unfavourable perception about the relevance of the SPICCES curriculum. Findings in this study echo the need for student-centred curriculum designs and conducive educational environments that are resilient to emerging and established threats to educational pedagogy and programs. The study highlights the need for programs that support social and extracurricular activities for students.
&quot;Switching to the Online MA TESOL Program&quot;: Experiences and Decision-Making Processes of International Learners
Author: Dos Santos, Luis M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,English (Second Language),Second Language Instruction,Language Teachers,Student Experience,Decision Making,Foreign Students,Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Student Attitudes,Work Life Expectancy,Career Development

The COVID-19 pandemic changed the curricula and mode of instruction for many postgraduate taught and research programs. Before the pandemic, many MA TESOL programs included on-campus tutorials as requirements, as the curricula were designed based on on-campus activities. However, as the United Kingdom restricted face-to-face teaching due to social distancing, most of the courses were switched to online learning platforms during the pandemic. Although most courses returned to on-campus teaching during the 2021/2022 academic year, a group of East Asian international students decided to continue their MA TESOL program online as an alternative option. The purpose of this study is to understand the experiences and decision-making processes about this group of MA TESOL students and their decisions to finish their degrees via the online completion option. In line with social cognitive career and motivation theory, the results indicated that flexibility, career development through online learning options, and concerns about job security were the main three themes that arose within this group of students. The outcomes provide suggestions to university leaders and program directors in regard to developing additional online courses and programs to meet the needs of adult and postgraduate students who cannot attend on-campus courses, particularly MA TESOL learners.