ethanporcaro/eric-fulltext-meta huggingface dataset:
Regularization Methods for Fitting Linear Models with Small Sample Sizes: Fitting the Lasso Estimator Using R
Author: Finch, W. Holmes
Date: 2016-05-00
Type: Journal Articles
Subjects: Sample Size,Statistical Analysis,Regression (Statistics),Predictor Variables,Scores,Models,Adults,Autism,Intelligence Tests,Least Squares Statistics,Data Analysis,Computation

Researchers and data analysts are sometimes faced with the problem of very small samples, where the number of variables approaches or exceeds the overall sample size; i.e. high dimensional data. In such cases, standard statistical models such as regression or analysis of variance cannot be used, either because the resulting parameter estimates exhibit very high variance and can therefore not be trusted, or because the statistical algorithm cannot converge on parameter estimates at all. There exists an alternative set of model estimation procedures, known collectively as regularization methods, which can be used in such circumstances, and which have been shown through simulation research to yield accurate parameter estimates. The purpose of this paper is to describe, for those unfamiliar with them, the most popular of these regularization methods, the lasso, and to demonstrate its use on an actual high dimensional dataset involving adults with autism, using the R software language. Results of analyses involving relating measures of executive functioning with a full scale intelligence test score are presented, and implications of using these models are discussed.
&quot;Making Cambios, Usando la Voz&quot;: Addressing Ethical Dilemmas of Education in Immigrant Contexts
Author: Zarate, Adanari D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Immigrants,Ethics,Educational Policy,Language Planning,Undocumented Immigrants,Educational Attainment,Conferences (Gatherings),Access to Education,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Educational Practices,Community,Educational Improvement,Teacher Education,Student Needs,Educational Change,Counselor Attitudes,Elementary Secondary Education,Critical Theory,Race,Social Justice

The growing population of immigrant youth in the United States includes both documented and undocumented young people, as well as those who live in mixed status families in which some family members are authorized and at least one other family member is not (Suárez-Orozco, et al., 2011). These young people find themselves residing at the center of two worlds where education and immigration policies send mixed signals (Gonzales, 2007). School is the lodestone for many immigrant families--the attractive promise for their children's attainment of the &quot;American dream&quot; through free, public schooling. At the same time, school is the place where students are categorized and sorted, where they learn which kinds of experiences, languages, knowledge, and identities are valued and which are ignored. This article describes and analyzes the process of designing a daylong university symposium to bring together students, scholars, practitioners, and community partners to engage in critical discourse around policies and practices that affect the immigrant community in the areas of language policy, immigration status, and overall access to education. Through facilitated round-table discussions, participants were invited to make recommendations for improving the preparation of educators to better address the needs of immigrant students. The symposium was purposefully framed to move beyond a &quot;what works&quot; approach typical of many current reform efforts in education and to focus instead on the authentic ethical dilemmas facing educators--teachers, administrators, counselors--in their everyday practice.
Growing Social Capital in the Classroom
Author: Arriaza, Gilberto
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Capital,Interpersonal Relationship,Interpersonal Competence,Trust (Psychology),Social Networks,Classroom Environment,Social Behavior,Sharing Behavior,Social Exchange Theory,Play,Playground Activities

Sharing school supplies appears, indeed, a simple, even an irrelevant routine activity, but upon closer examination one realizes that deeper and complex issues are at stake. This article aims at explaining how seemingly uneventful classroom activities contain the potential to building social capital in the classroom, which occurs when and if teachers carry them out intentionally and systematically. The authors explore the idea that, of all social institutions, school classrooms represent the most formidable soil for social capital to grow. Following Coleman (1988) this study defined social capital as the social worthiness embedded in relationships. Thus, social capital conveys the idea that social ties contain intrinsic value that functions in the way that money does in the capitalist economic system. In other words, the usefulness of social relationships holds the potential to being transported, accumulated, exchanged, and transferred (Arriaza, 2015; Kingston, 2001). This article first reviews the extant literature on social capital as it relates to schools and communities; second, it discusses the core findings through the prism of social capital theory, specifically around trust and reciprocity. The article closes with a discussion on the implications of the findings.
Teaching New Dogs New Tricks: Teacher Leadership in the Performance Assessment for California Teachers (PACT)
Author: Nordengren, Chase
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Evaluation,Collegiality,Summative Evaluation,Qualitative Research,Guides,Scoring Rubrics,Content Analysis,Performance Based Assessment,Beginning Teachers

Institutions that work with teachers and teaching, from school districts to unions to preparation programs, find themselves under enormous pressure to define who teachers ought to be and what capabilities they ought hold, before outside forces define those ideas for them. Still, consensus is hard to find. While other professions &quot;manage reform&quot; through mandatory accreditation and licensing, teaching does not control or require its own process of accrediting preparation programs or licensing teachers (Darling-Hammond, 2010b, p. 38). Two movements in particular now wrestle in this tense space. Advocates of teacher performance assessments (TPAs), a set of formative and summative assessment tools for teacher candidates, argue the promotion of more complex instruments of evaluation can better shape and inform a public understanding of the complex nature of teaching and learning. Simultaneously, advocates and scholars of teacher leadership increasingly recognize how leadership includes a diverse set of changing skills and sets of knowledge. This article examines these movements at their intersection, exploring how a common teacher performance assessment--the Performance Assessment for California Teachers (PACT)--understands and evaluates skills for teacher leadership. Understanding the importance of training teachers to work together with and through adults, this study finds gaps in PACT's focus on how teachers interact with one another, socially transmitting norms of professional practice. This article poses the following questions: (1) How do summative evaluation documents for the Performance Assessment for California Teachers (PACT) describe working with and through colleagues? and (2) How do those documents represent the concept of teacher leadership present in academic work on school leadership?
The Influence of Faculty Exchange Programs on Faculty Members' Professional Development
Author: Alkarzon, Awni
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Exchange Programs,College Faculty,International Education,Program Development,Teacher Attitudes,Experiential Learning,Teaching Experience,Foreign Countries,Faculty Development,Global Approach,Higher Education,Teacher Characteristics,Teaching Methods,Faculty Publishing

This paper addresses the problems facing faculty members, who made short-term international exchange programs in foreign countries; in their attempts to internationalize the campus through teaching, research, and service. Some faculty members who participated in foreign exchange programs try to infuse their international experience through establishing comprehensive campus internationalization. On the other hand, the same faculty members face different challenges in their attempts to establish comprehensive campus internationalization. In fact, campus internationalization depends mostly on faculty interest, involvement, and commitment to incorporating international substance into their courses and to establishing new programs with an international approach.
Knowledge of the Health Care Law as an Issue in Teacher Education
Author: Wright, Jennifer M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Political Affiliation,Knowledge Level,Federal Legislation,Access to Health Care,Controversial Issues (Course Content),Political Issues,Undergraduate Students,State Universities,Private Colleges,Student Surveys,Differences,Philosophy,Misconceptions

Of all the collegiate majors that affect society, none is more critical than teacher education. If teacher education students are uninformed or misinformed about issues central to society, they are likely to be inept in responding to queries and opinions voiced by their future students regarding such issues. The current study investigated one such issue that has been brewing for the past several years and will likely continue to be debated indefinitely. This issue is without question one of the most contentious and polarizing political issues in recent times, and one that has been inundated with misinformation from various sectors of government and the public media. The major focus of this study was to determine how the political affiliations of teacher education students related to their knowledge of the content and probable effects of the Affordable Care Act (or Health Care Law).
Using ELVIS to Measure Experiential Learning in Criminal Justice Internships
Author: Grant, Erin
Date: 2016-00-00
Type: Journal Articles
Subjects: Experiential Learning,Criminal Law,Social Justice,Internship Programs,Likert Scales,Correlation,Scores,Risk,Learning Theories,Undergraduate Students,Statistical Analysis,Program Evaluation,Student Attitudes

The purpose of this study is to better understand the relationship between criminal justice internships and knowledge domains. Kolb's four experiential learnings stages of experience, reflection, abstract conceptualization, and active experimentation are assessed using the Experiential Learning Variables and Indicators Scale (ELVIS) to provide a composite measure of 700 monitoring reports received from 101 student interns at a Midwestern university. A Pearson correlation coefficient is calculated to assess the relationship between each ELVIS characteristic, gender, and overall score. Data indicate students experienced levels of physical, emotional, and intellectual risk-taking while completing field-based activities. However, few opportunities existed for students to practice applying new concepts to situations during their internship. Moreover, the locus of control in defining internship activities was markedly a function of the host agency. Anecdote collected from monitoring reports is provided to deliver additional insight into students' experiences via a phenomenological method. An agenda for future research is suggested.
Professional Identity Formation as a Framework in Working with Preservice Secondary Teacher Candidates
Author: Hsieh, Betina
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Identity,Preservice Teachers,Teacher Education,Teacher Education Programs,Models,Secondary School Teachers,Teacher Role,Teaching (Occupation),Preservice Teacher Education,Teacher Educators,Teacher Effectiveness,Professional Development,Surveys,Literacy,Literacy Education,Case Studies,Student Experience,Reading,Reading Skills

In this article, using the context of a secondary literacy course, the author argues that personal experiences, praxis-based reflective opportunities, and pedagogically-minded assessments are important in shaping an emergent professional identity that effectively integrates literate practices with content instruction. This article examines professional identity as drawn from previous models teacher candidates bring into a course and as negotiated through the course, as teacher candidates encounter new practices, models, and opportunities for reflection. Keeping in mind a professional identity framework, teacher educators, both inside and outside of literacy, can better understand the influence of personal and professional experiences in shaping teacher candidates' perspectives on classroom instruction to help teacher candidates develop practical knowledge and understand the value of particular pedagogical frameworks in their specific contexts.
Identity Formation of LBOTE Preservice Teachers during the Practicum: A Case Study in Australia in an Urban High School
Author: Nguyen, Hoa Thi Mai
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Professional Identity,Self Concept,Practicums,Case Studies,Urban Schools,High Schools,Semi Structured Interviews,Teacher Background,Cultural Background,Communities of Practice,Group Membership,Qualitative Research,Data Analysis,Interpersonal Relationship,Educational Background

This study captures the experiences of language background other than English (LBOTE) preservice teachers using a case study approach to explore identity development. Wenger's (2000) &quot;modes of belonging&quot; form the theoretical framework to develop an understanding of the factors contributing to teacher identity. This article draws on in-depth interviews of two participants. The discussion of the findings aims to contribute to a further understanding of the formation of LBOTE preservice teacher identity within the Australian experience. More specifically, the study aims to answer the following research questions: (1) How does the LBOTE preservice teacher develop his or her teacher identity?; and (2) What factors affect the quality of this identity formation during the professional experience with reference to Wenger's matrix?
A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention
Author: Zhang, Guili
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Persistence,Teacher Shortage,Faculty Mobility,Alternative Teacher Certification,Comparative Analysis,Teacher Education Programs,Teacher Effectiveness,Probability,Doctoral Programs,Interviews,Qualitative Research,Statistical Analysis,Maximum Likelihood Statistics,Longitudinal Studies

Few issues in education threaten the nation as seriously as the present and growing shortage of teachers. Teacher attrition is high among teachers across the nation and is one of the most serious causes of teacher shortage (Ingersoll, 2004). As policy makers rush to address this problem, research is needed to examine the retention effects of policy decisions regarding various elements affecting teachers' decisions to remain in or leave the profession. In recent years, there has been growing popularity of alternative teacher certification, which is largely due to the serious teacher shortage across the country (Cochran-Smith et al., 2011). In 2004, 43 states, plus the District of Columbia, reported having some type of alternative route for certifying teachers, whereas only 8 states said they had alternative routes in 1983 when the National Center for Education Information began collecting such data. In states like California, New Jersey, and Texas, which have been pursuing alternative routes since the mid-1980s, 20% or more of new teachers enter the profession through alternative routes. Alternative route certification programs (ARC) have been specifically designed to recruit, prepare, and license talented individuals who already have at least a bachelor's degree. Candidates must pass a rigorous screening process. ARC programs are field based and include course work or equivalent experiences while teaching. Candidates of the program work closely with their mentors in preparation to meet the high performance standards required for completion of the program (Office of Innovation and Improvement, 2004). In the report of the Education Commission of the States, the commission raised the important question of whether there are alternative route programs that graduate high percentages of effective new teachers with average or higher than average rates of teacher retention (Allen, 2003). The report concluded that retention rates for alternative routes can be comparable to those of traditionally prepared teachers over the short term, but with regard to long-term retention, the research on this issue has to be regarded as inconclusive. This study aims to look at long-term retention effects of alternative route teacher preparation programs and traditional teacher preparation programs.
Beginning Teachers&apos; Perceptions of the California Teaching Performance Assessment (TPA)
Author: Campbell, Conni
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Performance Based Assessment,Licensing Examinations (Professions),Teacher Certification,Credentials,Teacher Surveys,Likert Scales,Decision Making,Reflective Teaching,Data Collection,Teaching (Occupation),Expectation,Mixed Methods Research,Coding,Educational Practices,Summative Evaluation,Statistical Significance,Time on Task,Validity,Emotional Response,Evidence Based Practice

The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple years of implementation with three approved TPA models, and despite the recent advent of edTPA as a national-level teaching performance assessment, many question whether the TPAs have value. The purpose of the present study was to examine newly employed teachers' perceptions of the value of TPAs. This study is the first to explore the experiences of candidates who were required to pass a TPA to earn a teaching license. Both quantitative and qualitative data were collected via a 10-question survey using a Likert scale and an opportunity for open-ended comments from 1,000 participants.
Developing Skills and Disposition for Lifelong Learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities
Author: Li, Mingsheng
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Acculturation,Mentors,Supervisor Supervisee Relationship,Graduate Students,Student Attitudes,English (Second Language),Second Language Learning,Transformative Learning,Foreign Students,Cultural Awareness,Intercultural Communication,Critical Thinking,Foreign Countries,Role Perception,Interviews,Barriers,Qualitative Research

This study examines the acculturative challenges facing non-English speaking background (NESB) international doctoral students in the process of discipline enculturation. Twenty NESB doctoral students at three New Zealand universities from eleven countries participated in the semistructured interviews. The study has found that their transformative learning was the result of happiness, joy, success, and transformative disposition for lifelong learning as well as various challenges, plights and hardships. The dynamic interplay of the dichotomy fosters their intercultural competence, critical thinking, research skills, independence, and academic scholarships, and prepares them for new challenges and multiple academic demands. It is argued that developing capacities and disposition for lifelong learning should be facilitated through disciplinary enculturation, skills development, familiarity with academic conventions, and effective mentoring and healthy supervisor-supervisee relationships.
Examining Culture's Impact on the Learning Behaviors of International Students from Confucius Culture Studying in Western Online Learning Context
Author: Kang, Haijun
Date: 2016-00-00
Type: Journal Articles
Subjects: Confucianism,Online Courses,Teaching Methods,Learning Processes,Curriculum Development,Asians,Western Civilization,Cultural Differences,Teacher Student Relationship,Cultural Influences,Foreign Students,Comparative Analysis,Power Structure,Student Attitudes,Literature Reviews

There is a lack of shared understanding of how culture impacts learning in online environment. Utilizing document analysis, the authors in this research study culture's impact on the learning behaviors of student sojourners from Confucius culture studying in Western online learning context. The shared understandings of Confucius culture and Western culture are compared, contrasted, and synthesized through Hofstede's cultural dimensions theory. The learning behaviors of student sojourners from Confucius culture are examined from the following three dimensions: teacher-student relationship, curriculum development, and teaching and learning pedagogy. Practical implications of the findings are discussed.
International Students and Mental Health
Author: Forbes-Mewett, Helen
Date: 2016-00-00
Type: Journal Articles
Subjects: Mental Health,Mental Disorders,Foreign Students,Interviews,Foreign Countries,Student Adjustment,Health Services,College Students,Student Attitudes,Asians,Stress Variables,Stress Management,Coping

Since the early 2000s, reports of increased rates of mental ill health among young people worldwide have received much attention. Several studies indicate a greater incidence of mental health problems among tertiary students, compared with the general population, and higher levels of anxiety, in particular, among international students compared with domestic students. Australia is host to many thousands of international students of an age when mental illnesses are most likely to surface. However, this issue has received little attention from Australian researchers. This article reports on in-depth interviews with 16 professionals working with international students at an internationalized university.
Comparing International and American Students' Challenges: A Literature Review
Author: Perry, Cody J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Foreign Students,North Americans,Cultural Awareness,Self Evaluation (Individuals),Self Concept,Intercultural Communication,Educational Strategies,College Students,Educational Benefits,Comparative Education,Literature Reviews

International student numbers have increased drastically in the past few years. International students provide benefits to universities and American students such as greater revenue, and more open-mindedness. There have been myriad studies that have examined the international student experience, but most have focused solely on international students. However, a careful examination of the current literature demonstrates that the presence of international students in the United States offers a variety of benefits to American students by improving cultural awareness, students' self-evaluated skills, and even the American economy. This literature review highlights future research that should be performed as well as strategies that can be implemented by faculty and administration to help international students who are currently studying in the United States.