ethanporcaro/eric-fulltext-meta huggingface dataset:
The Zine Project
Author: Ehlers, Jilian
Date: 2020-00-00
Type: Journal Articles
Subjects: Periodicals,Active Learning,Student Projects,High School Students,Cooperative Learning,Library Services,Teaching Methods,Service Learning,Librarian Teacher Cooperation

As one of the most culturally diverse schools in New York City, the Metropolitan Expeditionary Learning School (MELS) serves about 850 students in grades 6 through 12. MELS is &quot;A School for a Sustainable City&quot; and a New York City Outward Bound School. MELS uses the Expeditionary Learning education model, which focuses on student engagement and student achievement through case studies and expeditions. For example, in a 9th-grade English class, learners read &quot;I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban&quot; by Christina Lamb and Malala Yousafzai. During this case study, students learned how an individual enacts change. Learners were asked to explore the idea of creating change by researching an issue within their community. In small groups, learners selected and researched an issue within their community, building understanding of why the issue is a problem. Students then proposed a solution to solve the issue. The issue students chose to research became the focus of their day of service. Students were also required to create a zine about the issue and share their zine with the community. A zine is a short, self-published work that allows students to express their ideas about an issue in a creative do-it-yourself style. During a series of collaborative library lessons, students learned how to research and write to create a zine that showed what they had learned about enacting change. In this article, the following learning outcomes were achieved by learners through the Zine Project's collaborative library lessons.
Towards a Learning Mindset: First-Year University Students&apos; Qualitative Perspectives on Gratitude in the Context of Learning Effort
Author: Mason, Henry
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,College Freshmen,Student Attitudes,Psychological Patterns,Student Experience,Foreign Countries,Resilience (Psychology),Well Being,Student Adjustment,World Views

Signature strengths, such as gratitude, can assist students in navigating the demanding first-year experience. However, more research is needed to explore the role of gratitude in relation to cognitive benefits for students. This article reports on a constructivist grounded theory study that explored South African students' conceptions and enactments of gratitude with regard to their learning efforts. Qualitative data were collected in individual open-ended interviews (n=22, age-range=18-23) and analysed using three interdependent coding phases (initial coding, focused coding and theoretical coding). The resultant grounded theory was titled 'Thanks: Gratitude and learning resilience amongst first-year university students'. The findings revealed that gratitude could take many forms and has a positive qualitative impact on students' learning resilience, and that gratitude and learning resilience are emancipatory in nature. Limitations and areas for further research conclude the discussion.
Promoting Critical Thinking Skills in an Online EFL Environment
Author: Akatsuka, Yuya
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Critical Thinking,Second Language Learning,English (Second Language),Online Courses,Resistance (Psychology),Sense of Community,Writing (Composition),Thinking Skills,Language Proficiency,Outcomes of Education

This study examined the effects of an approach that promotes EFL learners' critical thinking in an online EFL setting. Although recent studies have examined approaches to foster EFL learners' critical thinking, studies conducted in online settings are under-development. The participants were 31 Japanese undergraduate students enrolled in an online EFL course; their degree of critical thinking and resistance towards critical thinking were examined. First, the students' sense of classroom community was measured using the Rovai's Classroom Community Scale. Second, the frequency of using critical thinking in their English writing was observed adopting with Stapleton's rubric, and the resistance towards learning critical thinking was measured through a questionnaire. The results indicated that students could feel a sense of classroom community in online lessons as well as face-to-face settings, and improvements in critical thinking were found in students' writing regardless of the differences in their English proficiency level. A resistance towards tackling questions that required higher-order thinking was observed among low English proficiency level students compared to a face-to-face classroom setting. This study suggests that an online EFL course aiming to promote critical thinking reduce students' resistance offering both informal and formal interactive opportunities to answer questions involving higher-order thinking skills.
Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results from a Cluster-Randomized Trial
Author: Kelley, Elizabeth Spencer
Date: 2020-12-00
Type: Journal Articles
Subjects: Vocabulary Development,Curriculum Implementation,Early Childhood Education,Preschool Children,At Risk Students,Low Income Students,Intervention,Program Effectiveness,Story Reading,Direct Instruction,Listening,Intelligence Tests,Verbal Ability,Vocabulary,Program Implementation,Family Environment

Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends, designed to improve vocabulary knowledge of at-risk preschool children. Method: Twenty-four early-childhood classrooms were enrolled in a cluster-randomized design to evaluate the effects of a revised Story Friends curriculum. In each classroom, three to four preschoolers were identified as having poor language abilities, for a total of 84 participants. In treatment classrooms, explicit vocabulary instruction was embedded in prerecorded storybooks and opportunities for review and practice of target vocabulary were integrated into classroom and home practice activities. In comparison classrooms, prerecorded storybooks included target vocabulary, but without explicit instruction, and classroom and home strategies focused on general language enrichment strategies without specifying vocabulary targets to teach. Intervention activities took place over 13 weeks, and 36 challenging, academically relevant vocabulary words were targeted. Results: Children in the treatment classrooms learned significantly more words than children in the comparison classrooms, who learned few target words based on exposure. Large effect sizes (mean d = 1.83) were evident as the treatment group averaged 42% vocabulary knowledge versus 11% in the comparison group, despite a gradual decline in vocabulary learning by the treatment group over the school year. Conclusions: Findings indicate that a carefully designed vocabulary intervention can produce substantial gains in children's vocabulary knowledge. The Story Friends program is feasible for delivery in early childhood classrooms and effective in teaching challenging vocabulary to high-risk preschoolers. [For the Grantee Submission, see ED608828.]
Experiences of Adolescents as They Navigate the Competitive College-Going Culture
Author: Grant, Kathleen L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Late Adolescents,High School Seniors,Student Experience,Academic Achievement,Competition,College Applicants,College Preparation,Selective Admission,Stress Variables,Mental Health,Adolescent Development,White Students,Advantaged,School Culture,High Achievement,Fatigue (Biology),Peer Relationship,Social Responsibility,Extracurricular Activities,College Entrance Examinations,Grade Point Average,Scores

A growing body of literature has demonstrated that the college preparation and admissions process is a powerful force in the lives of some high school students. However, mounting evidence illuminates unintended consequences of the college admission pressures on students. This study endeavored to gain an understanding of the lived experiences of adolescents as they navigate the competitive and achievement-oriented college-going culture. The participants' narratives described the ways these students accepted, struggled with, challenged, and resisted dominant cultural messages as they prepared for college. The insights gained from the participants' portraits have implications for school counseling practice and future research.
From Reflection to Resumes: Alumni Perceptions of a Multi-Term Public Service Program&apos;s Connection to Career
Author: Nilsen, Ryan
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Alumni,Student Attitudes,Public Service,Public Service Occupations,Career Development,Service Learning,Skill Development,Gender Differences,Social Class,Motivation

This paper explores how alumni of a multi-term public service program understand the connection between the program and their career development. Qualitative data were collected from 393 alumni based on six open-ended survey questions. While career and professional development is not an explicit goal of the program, a thematic analysis suggests that alumni perceived that the program connected to career reflection, boosted their resume, and guided them toward a public service career or specific jobs.
Social Theories and Service Learning: Towards Building an Integrated Service-Learning Sociological Framework
Author: Abenir, Mark Anthony D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Theories,Service Learning,Sociology,Program Implementation,Community Involvement,Empowerment,Higher Education,Social Justice,Interaction,Program Design,College Students

This theoretical paper anchors service learning (S-L) in three broad sociological theories. From there, discussions on the actual implementation of S-L based on these theories are explained to build an integrated S-L sociological framework. Four S-L modalities of community engagement are identified--namely transactional, transitional, transformational, and transcendental--with their corresponding respective levels of community participation--namely consultative tokenism, placation, partnerships, and citizen control. The application of such a coherent framework is discussed in the context of contemporary service-learning practices and community impact.
The Current State and Perceptions of a Cross-Cultural Distance Learning Program for English in Korea
Author: Lee, Hikyoung
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Intercultural Programs,Distance Education,Cultural Awareness,Student Attitudes,College Students,Course Evaluation,Cooperative Learning,Electronic Learning,Computer Assisted Instruction,Intercultural Communication,Technology Uses in Education

This article critically examines the current state of a cross-cultural distance learning program (CCDLP) for English learning in an English as a Foreign Language (EFL) context, which has been running since 1998 among four universities in Korea, Japan, and Taiwan. The initial purpose of the program was to provide a networked English language learning program to overcome the limitations of Asian EFL contexts where authentic interaction in English is minimal and to enhance intercultural competence. With physical exposure to international students on campuses increasing and further developments in communication and educational technology, the CCDLP has needed to evolve. In this article, how courses offered in the program have changed is analyzed. Data from a survey given to participants in two courses in the program were examined to determine participants' perceptions towards their contributions and satisfaction with the courses in the program. Results show that courses need to be more customized to maximize interaction through online collaborative learning and that the technology part of such a program no longer needs to be emphasized in the wake of widespread remote learning. Lastly, implications for distance learning programs in general are discussed.
Fusing Global Learning and Community-Based Learning
Author: Fulton, Kara A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Global Approach,Learning Experience,Undergraduate Students,Service Learning,Outcomes of Education,Research Universities,State Universities,Nonprofit Organizations,Partnerships in Education,Student Attitudes,Program Descriptions,Cultural Awareness,Metacognition,Models

The University of South Florida, a public research university, and the University Area Community Development Corporation Inc., a nonprofit organization, collaboratively developed a community-based global learning experience for undergraduate students. We present the results of a study exploring the impact of the experience on students who participated across two semesters. Results suggest that student learning was enhanced across all intended student learning outcomes, though some outcomes were developed more than others.
The Effects of Differing Language Test Presentation Methods on EFL College Students&apos; Listening Test Performance
Author: Koo, Jinseon
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Korean,Listening Comprehension Tests,Written Language,Test Format,Language Tests,Listening Comprehension,Language Proficiency,Pretests Posttests,Preferences,Multiple Choice Tests,College Students,Foreign Countries,College Entrance Examinations

This study investigates the effects that three different test presentation formats, i.e., written Korean, written English and aural English, have on EFL learners' listening comprehension. A total of 169 Korean college students participated in this study. The participants were divided into six groups, by three presentation format types and two proficiency levels. They were presented with multiple-choice English listening tests. The results of the study showed that listening questions using the written Korean presentation mode were the easiest for them, while the aural English options were the most challenging. The analysis showed that high and low proficiency level students performed differently on the listening tests. The high level students performed best in written Korean and written English test formats, and had the most trouble with aural English tests. Students of both proficiency levels performed measurably better with test options written in Korean as compared to the other two presentation modes. Results of the post-test survey showed that test options written in participants' L1 were most preferred by the students, while the aural English option was the least favorable test method. However, the participants considered the aural English test mode to be the most fair and appropriate method of assessing test-takers' listening comprehension abilities.
An Investigation of Family Language Policy in Chinese Urban Middle-Class Families
Author: Hu, Nan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Planning,Family Environment,Mandarin Chinese,Dialects,Urban Areas,Middle Class,Language Usage,Parents,Interpersonal Communication

China is a nation with linguistic and ethnic diversity. Putonghua, which translates to &quot;common language&quot; is the common spoken language in mainland China, also known as Standard Chinese historically and Mandarin Chinese in English, has been actively promoted for over half a century aiming at facilitating communication among people with different dialects across China. Under the nationwide promotion of standard Chinese since the State Council issued Instructions Concerning the Promotion of Putonghua in 1956 (Zhou &amp; Sun, 2004), the linguistic ecology represented by the interaction among Putonghua and other dialects in urban contexts has changed dramatically. Based on the three dimensional language policy theory which includes the language ideology, the language practice and the language management (Spolsky, 2004), this study intends to investigate the family language ecology of 30 Chinese parents from 20 urban families with children aged three to seven years. Through analyzing the data collected from survey questionnaires and two interviews, the results indicate that the status of dialect has been marginalized consensually by parents within the family domain. Additionally, parents are shielding their children from dialect both consciously and unconsciously. This study concludes with a discussion of implications for future Family Language Policy (FLP) research within the distinctive Chinese context.
Good Practices in the Redesign of Spaces for University Education in the Venezuelan Context of the Sucre Mission
Author: Hernandez, Ronald M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Change,Educational History,Information Technology,Teaching Methods,Economic Factors,Foreign Countries,Distance Education,Political Influences,Municipalities,Guidelines,Educational Administration,Higher Education,Access to Education,Barriers,COVID-19,Pandemics,College Faculty,Teacher Effectiveness,Internet,Telecommunications,Handheld Devices

The objective of this article is to present the good practices in the conception of the redesign of spaces for university education in the Venezuelan context of the Sucre Mission, taking into consideration the historical context in which it takes place. The training of professionals is considered a priority for the development of nations, being desertion or abandonment a latent phenomenon that emerges as a result of dysfunctional economic scenarios or the emergence of exceptional situations. The use of the internet and mobile technology make it possible to mitigate such a situation in a challenge to maintain a quality university education; all of which demands relevant, timely and viable organizational processes.
A Study on Compliments in Thai: A Case of the Blind Auditions &quot;The Voice Senior Thailand Season 1&quot;
Author: Worathumrong, Sakulrat
Date: 2020-00-00
Type: Journal Articles
Subjects: Thai,Pragmatics,Competition,Singing,Speech Acts,Older Adults,Musicians,Coaching (Performance),Performance,Evaluators,Communication Strategies,Age Differences,Interpersonal Communication,Discourse Analysis,Aging (Individuals),Foreign Countries,Television,Programming (Broadcast)

This study investigates the initial encounters of 30 Thai senior citizens and the four Thai musician-celebrity coaches in the blind auditions of &quot;The Voice Senior Thailand season 1&quot;. The analysis was drawn from studies on compliments, politeness, and face work. The analysis found that both overt-oriented and covert-oriented compliments were used extensively when the coaches evaluated the senior contestants' vocal performances. The use of such compliments exhibits the shift from a distant relationship to a closer one. The prominent use of covert-oriented compliments as face-maintenance and face-enhancing strategies and as distance-minimization or imposition-mitigation strategies (Blum-Kulka, 2005) suggests rapport management between the four coaches and the senior contestants. Such interconnectedness of the multidirectional functions of compliments in Thai as well as face and politeness found in this study could exemplify how both younger and older generations of Thai people interact to form and shape a closer relationship in their first encounters in contemporary Thai language. This study could shed some lights on cross-cultural studies of complimenting behaviors and politeness in similar contexts or in other contexts related to younger and older generations in aging societies (e.g., workplace contexts or senior-education settings).
Topics of English Sentences in Expository and Narrative Proses
Author: Wu, Hongmei
Date: 2020-00-00
Type: Journal Articles
Subjects: Sentences,Sentence Structure,Syntax,Expository Writing,English,Phrase Structure,Form Classes (Languages),Nouns,Verbs

Due to the fact that both the subject and the topic can occupy the initial position of the sentence, English subject is always deemed as the UNMARKED TOPIC (Lambrecht, 1994), while the topic is not always the subject. In accordance with Rizzi's (1997) topicalization, both the subject and the topicalized constituents can be topics. Many other languages are found to have multiple topics (Erteschik-Shir, 2007). This study agrees that more than one topic is possible in English. With respect to the order, it finds that the &quot;principle of end-weight,&quot; applies only to the DP subject topics, but not other preposed constituents. The preverbal constituents in the data abide by the topic-comment structure in general. Via the authentic data, we find that the subject topic is prominently DPs. Non-subject topics are PPs, CPs, adverbs, AdvPs, and DPs, among which PPs are prominent in expository texts while CPs are prevailing in narrative proses. The frequent appearance of the PPs is found to be the genre-effect that PPs are compact structures often used as the sentence opener to make the discourse coherent in expository texts. Meanwhile, the conspicuous occurrence of the CPs, inter alia, the control constructions, is due to the characteristics of the chronological linkage in narrative proses.
A Vision towards Indigenous Education Sovereignty in Northwestern Ontario
Author: Oskineegish, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Tribal Sovereignty,Culturally Relevant Education,Educational Practices,Equal Education,Cultural Maintenance,Educational Objectives,Access to Education,Educational Opportunities,Accountability,Indigenous Knowledge

To support the calls for Indigenous education sovereignty by the National Indian Brotherhood (1972) and the Assembly of First Nations, (1988), in this paper we explore Indigenous education as envisioned by six educators and knowledge holders in northwestern Ontario. Educators from six different schools and programs who took part in a national project called the National Centre for Collaboration in Indigenous education shared their descriptions and visions of Indigenous education. Findings reveal Indigenous pedagogies that align with Lee and McCarty's (2017) theoretical framework of culturally sustaining and revitalizing pedagogies to promote and support Indigenous education sovereignty. Their visions include pedagogies grounded in the need for equitable education; Indigenous-led instruction for land-based teachings, traditional practices and languages; and, community-based accountabilities. Their visions illustrate that a deeper understanding of the localized and nationhood contexts of Indigenous sovereignty over education is missing and needed in the ongoing movement towards educational sovereignty.