ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Effect of Gender and Educational Level on Iranian EFL Graduate Students&apos; Perceived Reasons for Committing Plagiarism
Author: Alimorad, Zahra
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Gender Differences,Graduate Students,Plagiarism,Student Attitudes,Likert Scales,Masters Programs,Doctoral Students,Correlation,Individual Characteristics,Decision Making,Foreign Countries

The present study aimed at examining the role of gender and educational level of Iranian EFL graduate students in determining the main reasons for committing plagiarism from their point of view. To this end, a convenient sample of 159 M.A. and Ph.D. students partook in the study. To gather the necessary data, a 32-item Likert-Type questionnaire was administered and the results were subjected to a two-way MANOVA. Results of the study indicated that neither the students' gender nor their educational level had any significant effect on the perceived reasons for engaging in plagiarism. Moreover, the interaction effect of these two variables did not show any significant effect either. Descriptive statistics, however, showed that students' personal and attitudinal characteristics took on paramount importance compared to other factors. This can signal the intentionality of plagiarism among Iranian EFL graduate students, thereby suggesting the need for making more informed decisions on how to deal with this problem.
Exploring the Grounds for the Study of the Identity of Indigenous English Language Teachers in Colombia
Author: Arias Cepeda, Carlos Augusto
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),American Indians,Epistemology,Bilingualism,Cultural Pluralism,Teaching Methods,Professional Identity,Doctoral Programs,Universities,Foreign Countries,Language Minorities,American Indian Languages,Teacher Attitudes,Student Attitudes

This article addresses the invisibilization of the existence of indigenous teachers in the Colombian ELT (English language teaching) field. Their existence, which is admittedly a phenomenon that lacks quantitative saliency, offers opportunities to reflect on the epistemological asymmetries that traditionally have linked the Colombian ELT field to an instrumental mainstream bilingualism, often ignoring the conditions of linguistic and cultural diversity in the country. Besides, there is an exploration of how the study of indigenous teachers' identities might contribute to the re-signification of pedagogy; this paper elaborates on the idea that scholars in the Colombian ELT have already built some horizons of understanding between the ELT and the diversities and epistemic privileges of Colombian indigeneity. The article is part of an ongoing research on the identities of indigenous teachers in the Colombian ELT being carried out within the Interinstitutional Ph.D. in Education at Universidad Distrital Francisco José de Caldas, Bogotá.
The Impact of Educational Technologies in Higher Education
Author: Cabaleiro-Cerviño, Goretti
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Higher Education,Human Capital,Learning Processes,Educational Quality,Educational Benefits,Teacher Role,Technological Literacy,Pedagogical Content Knowledge,Online Courses,Barriers,College Faculty,Multimedia Instruction,Telecommunications,Handheld Devices,Social Networks,Electronic Publishing,Teaching Methods

The formation of human capital is key to countries' social, cultural, and economic development. The current literature review pays considerable attention to the ever-increasing proliferation of technology in the careers of college and school graduates. While the presence of educational technology in higher education offers multiple benefits, its implementation also presents challenges. In that sense, the literature has considered multiple tools for improving learning processes. However, the results of such tools vary and are difficult to measure in terms of quality. In this literature review, we analyze the issues surrounding educational technology in higher education.
The Impact of Oral Pushed Output on Intermediate Students&apos; L2 Oral Production
Author: López Páez, Kevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Language Fluency,Accuracy,Semantics,Syntax,Communicative Competence (Languages),Grade 7,Comparative Analysis,Linguistic Input,Pretests Posttests,Recall (Psychology),Audio Equipment,Learning Activities,Student Attitudes,Grammar,Pronunciation,Vocabulary Development,Foreign Countries

With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students' both semantic and syntactic competence, this study investigates the impact of Swain's (1985) oral pushed output hypothesis on EFL intermediate students' L2 oral production under a mixed method approach. The participants were 16 seventh grade EFL students from a private school in Ibagué, Colombia that were randomly assigned to an output and a non-output group. For five weeks, the output group underwent oral pushed output activities while the non-output group was merely exposed to comprehension activities. Quantitative and qualitative instruments to collect the data included pretest and posttest, audiorecordings, stimulated recalls, and interviews. Results revealed that although pushing students to produce meaningful oral output does not promote significant noticing of their linguistic problems in past narrative forms, students can modify more oral output through one-way pushed output activities than two-way activities and equalize their semantic and syntactic competence since they can engage in both processsings. Additionally, students perceived oral pushed output as an affectivity regulator in L2 oral production and as a trigger of exposure to L2 vocabulary, grammar, and pronunciation.
Parenting Practices and Socioeconomic Gaps in Childhood Outcomes
Author: Kalil, Ariel
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Rearing,Parenting Styles,Socioeconomic Influences,Parent Child Relationship,Time,Parent Background,Educational Attainment,Family Income,Stress Variables,Cognitive Development,Emotional Response,Affective Behavior,Barriers,Values,Child Development,Environmental Influences,Decision Making,Intervention,Family Programs,Mental Health

In this article, developmental psychologists Ariel Kalil and Rebecca Ryan examine the relation between parenting practices and socioeconomic gaps in child outcomes. They document substantial differences between richer and poorer families, including growing gaps in parental engagement and time use. These gaps matter: the fact that children born to lower-income, less-educated parents are less likely to spend quality time with their parents only compounds their relative economic disadvantage. Evidence suggests that disadvantaged parents want to do many of the same things that higher-income parents do, such as reading to their children and engaging them in educational experiences like trips to parks and museums. But they're nonetheless less likely to do those things. The authors consider a number of explanations for this discrepancy. One important contributing factor, Kalil and Ryan write, appears to be financial strain and family stress, both of which can impede parents' emotional and cognitive functioning in ways that make it harder for them to interact with young children in intellectually stimulating and emotionally nurturing ways. The authors conclude with a discussion of the types of policies and programs that might narrow income-based parenting gaps. They find encouraging evidence that relatively low-cost, light-touch behavioral interventions could help parents overcome the cognitive biases that may prevent them from using certain beneficial parenting practices.
Research-Based Instruction, an Essential Tenet of the Foreign Languages&apos; Pre-Service-Teacher Education at Universidad De Pamplona
Author: Cote-Parra, Gabriel
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Language Teachers,Second Language Learning,Second Language Instruction,Undergraduate Students,Program Descriptions,Research Skills,Teaching Methods,Foreign Countries,Course Content,Language of Instruction,English (Second Language),Interdisciplinary Approach

This paper reports a personal reflection that describes how the Bachelor of Arts in Foreign Languages at the Universidad de Pamplona provides preservice teachers with a research-based instruction. In an attempt to contribute to today's scholar discussions on foreign language preservice teachers' education, this reflective piece illustrates a unique way of teaching research to FL undergraduates. The author first provides an overview on the area of teaching research to undergraduates in Colombia; second, a description of how pre-service teachers learn the theoretical foundations, paradigms, designs and approaches mostly used in educational inquiry; and the two-year process student researchers go through. Finally, the &quot;author discusses the lessons learned and what the future of this process might be like.&quot;
Religious Institutions and Economic Wellbeing
Author: Hungerman, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Religious Cultural Groups,Churches,Religious Organizations,Economic Factors,Well Being,Social Services,Disadvantaged,Policy

Religious institutions can provide spiritual guidance and hope, a sense of belonging, and material support during periods of hardship. Daniel Hungerman reviews the evidence on the roles that religious institutions play in individuals' lives and how engagement with those institutions shapes individuals' economic wellbeing. First, he describes patterns and trends in religious social service provision, and in religiosity, across places and over time. The United States features prominently in this discussion, although he includes work in other countries as well. Next, he provides an overview of key aspects of the large interdisciplinary body of research that associates religious participation with other outcomes and channels by which religious groups affect outcomes, giving special attention to the empirical challenges facing work of this nature. Overall, he writes, religious groups are an important and understudied source of social services and wellbeing. Despite the challenges of studying the effects of religion, many rigorous studies on the topic confirm that religion has important causal beneficial effects on wellbeing. Together, these results raise important policy questions concerning how to provide social services to the disadvantaged.
Examining Factors Related to Teachers&apos; Decisions to Adopt Teacher-Training Resources for Inclusive Physical Education
Author: Tristani, Lauren
Date: 2020-00-00
Type: Journal Articles
Subjects: Decision Making,Adoption (Ideas),Adapted Physical Education,Inclusion,Teacher Education,Educational Resources,Program Effectiveness,Students with Disabilities,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Physical Education Teachers,Knowledge Level,Teaching Experience,Teacher Attitudes

&quot;Steps to Inclusion&quot; is a teacher-training resource specifically designed to facilitate inclusive physical education. Teacher-training resources, such as &quot;Steps to Inclusion,&quot; can only be effective when systematic and effective adoption is achieved. The diffusion of innovations theory (DOI) provides a useful framework to contextualize and understand factors related to teachers' adoption of various teacher-training resources. Guided by the DOI, this study identified factors that teachers perceived to be important in facilitating resource adoption. Results indicate that improved adoption of resources could be achieved by: (1) communicating/promoting resources to key educational leaders; and (2) providing curated content. Additional practical implications and future directions are discussed.
Indigenous University Student Persistence: Supports, Obstacles, and Recommendations
Author: Walton, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Canada Natives,Academic Persistence,Academic Support Services,Minority Group Students,Teacher Student Relationship,Experiential Learning,Indigenous Personnel,Foreign Countries,Student Characteristics,National Surveys,Student Surveys,Undergraduate Students,Culturally Relevant Education,Grade Point Average,Financial Problems,Barriers

The tumultuous history of Indigenous education in Canada has negatively affected the persistence of Indigenous peoples at university. The research goals of this study were to identify the key supports and obstacles related to Indigenous university student persistence and to make recommendations as to how to improve levels of persistence. Combining interview, survey, and database information with 527 Indigenous students revealed that the strongest factors related to persistence were: (1) social engagement, including good relationships with faculty and students, and support services provided by the Indigenous gathering place for Indigenous students on campus; (2) cognitive, such as academic support at university, learning effectively on their own, and hands-on teaching; (3) physical, including insufficient financial support and availability of affordable housing and child care; and (4) cultural, including connections with Indigenous faculty and culture. Age, home location, and parental education were not found to be related to persistence.
The Disparate Effects of Family Structure
Author: Wasserman, Melanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Structure,Well Being,Children,Child Development,Gender Differences,Role Models,Parent Influence,Parenting Styles,Family Income,Parent Child Relationship,One Parent Family,Racial Differences,Individual Characteristics,Whites,Minority Groups,Time

In this article, Melanie Wasserman reviews the latest evidence about the causal link between family structure and children's economic and social outcomes. Going beyond the question of whether family structure affects child outcomes--a topic that's already been covered at length, including in previous Future of Children volumes--she examines how family structure differentially affects children. One important finding from recent studies is that growing up outside a family with two biological, married parents yields especially negative consequences for boys as compared to girls, including poorer educational outcomes and higher rates of criminal involvement. Wasserman describes mechanisms that may link family structure to children's outcomes, in terms of both the main effect and the differences between effects on boys and on girls. These include same-gender role models in the household and in the neighborhood, parental resources (including money, time, and more), parenting quantity and quality (with attention to how parents allocate their time to children of different genders), and the differences in how boys and girls respond to parental inputs, among other hypotheses. What can be done to ameliorate the effects of family structure on children's outcomes? Wasserman encourages policy makers to supplement the educational, parental, and emotional resources available to those children who are most at risk of experiencing the negative effects of nontraditional family structures.
The Double-Edged Consequences of Beliefs about Opportunity and Economic Mobility
Author: Destin, Mesmin
Date: 2020-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Social Mobility,Barriers,Social Bias,Social Attitudes,Beliefs,Role of Education,Ability,Social Systems,Social Status

Beliefs about socioeconomic mobility have important consequences, writes Mesmin Destin, especially for young people. Moreover, research by psychologists shows that such beliefs are malleable, based on the information and circumstances people encounter. The consequences of beliefs about mobility can be quite positive. When young people perceive that they have opportunities and financial resources to help them reach their goals, they are more likely to take the steps that can lead to upward socioeconomic mobility. But the consequences can also be negative. Overemphasizing opportunities while de-emphasizing systematic barriers and inequality, Destin writes, makes it less likely that people will take collective action against discrimination and address inequality's structural roots. Destin proposes several ways that policymakers and others could navigate this tension. One, for example, is to convey a more balanced notion to young people: that opportunities are available, but unfair barriers exist that particularly affect members of certain groups. In the end, though, he concludes, perhaps the most effective way to shape people's perceptions of opportunity is to expand the pathways to upward socioeconomic mobility and make them more accessible to all young people.
Providing Students the Tools to Write Effectively in a Student-Centered Classroom
Author: Bump, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Student Centered Learning,Writing Processes,English Teachers,Peer Evaluation,Feedback (Response),Reflection,Self Evaluation (Individuals),High School Students,Writing Improvement,Expository Writing,Essays,Cooperative Learning

Especially since the implementation of T-TESS, it has become imperative for Texas English teachers to examine ways to incorporate student-centered instruction and activities in all areas, including the writing process. This article provides techniques and examples for English teachers who desire to work smarter and more responsively to meet the students' needs by empowering their students through in-process peer feedback and self-reflection that lead to an increased learning and quality of writing for students. The ideas and explanations provided can be altered to meet the needs of students in many grade levels and for several writing genres.
They &quot;Can&quot; Take It with Them: Fueling Our Fires to Teach for Writing Transfer
Author: Warren, James E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Transfer of Training,Writing Instruction,Rhetoric,Standardized Tests,Writing Strategies,Test Preparation,Writing (Composition),Writing Tests,Grade 4,Grade 7,English Instruction

Composition researchers have become increasingly concerned with the issue of knowledge transfer: the use of knowledge and skills learned in one setting to complete tasks in a different setting. In terms of writing-related knowledge transfer, research suggests that rigid rules and formulas for writing do not transfer as successfully as flexible strategies. Teachers in Texas confront a dilemma in that STAAR [State of Texas Assessments of Academic Readiness] writing tests seem to encourage formulaic writing that may be effective for the exam but that is unlikely to help students succeed on writing tasks they encounter in later educational stages and beyond. One technique that has been found to increase transfer is to teach students how to analyze a rhetorical situation and adapt their writing accordingly. The authors propose an approach to STAAR test preparation that combines knowledge of the rhetorical situation with practical advice for how to pass the test. This approach promises to help teachers meet their obligations to prepare students for STAAR tests without abandoning their commitment to rhetorical instruction.
Using Multicultural Literature to Engage Students in Critical Conversations about Gender Identity
Author: Snow, K. Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature,Multicultural Education,Critical Theory,Sexual Identity,Identification (Psychology),Critical Literacy,Discussion,Reading Aloud to Others,Elementary Secondary Education,Reading Material Selection

Gender identity is influenced by a variety of characteristics, including race, social class, sexual orientation, language, and gender. This article explores the importance of critical literacy, critical pedagogy, and the influence on identity development. Furthermore, it seeks to provide practitioners and teacher educators with an understanding of the importance of introducing school-aged children to diverse multicultural literature and facilitating critical conversations to increase awareness around topics of gender identity.
Peer and Family Effects in Work and Program Participation
Author: Dahl, Gordon B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Decision Making,Family Influence,Peer Influence,Neighborhoods,Employment,Social Influences,Participation,Social Services,Welfare Services,Preferences,Family Environment,Public Policy,Research Methodology

People don't base decisions about their economic life solely on their own individually formed ideas and preferences. Rather, they're influenced by the experiences of their peers and by social group norms. Gordon Dahl reviews the various ways family and neighborhood peer groups influence decisions to participate in the workforce and in government social assistance programs. These social spillover effects are hard to estimate because of the problems that economists refer to as &quot;reflection,&quot; &quot;correlated unobservables,&quot; and &quot;endogenous group membership.&quot; Dahl explains how researchers have overcome these challenges to produce credible estimates of the effects of family and peer groups on work and program participation. He reviews the most rigorous evidence to date and discusses possible mechanisms. Understanding neighborhood and family group influences is critical to thinking about policy, Dahl writes. The spillover effects on children, siblings, and neighbors can be just as important as the direct impact on parents and directly targeted peers, due to social multiplier effects.
From Colleague to Coach: Transitioning within a Campus
Author: Castillo, Larisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,Coaching (Performance),Academic Achievement,Faculty Development,Evidence Based Practice,Career Development,Communities of Practice,Teacher Empowerment,Educational Practices

Instructional coaching has become increasingly important as school districts depend on the coaches' support through continuous, on-site professional development, both general and subject-specific, to increase teacher capacity, thus resulting in student achievement. Research suggests teachers are more successful preparing their students when intensive support is provided. Based upon the general principles of instructional coaching as described by Jim Knight and his colleagues at the Center for Research on Learning of the University of Kansas, the author considered what administrators should look for when hiring an instructional coach, two types of coaching models, the need for instructional coaches, and the roles of an instructional coach. The author also surveyed principals in one school district with the intent of identifying the number of instructional coaches who transitioned from a teacher to an instructional coach on the same campus. The surveys revealed that the majority of instructional coaches were hired from within the same building. In addition to the survey distribution and collection, the author mined a personal journal and social media posts to glean observational data about the transition from colleague to coach, and the article focuses on tips for instructional coaches based on personal experiences.