ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Human-Centered Design to Connect Engineering Concepts to Sustainable Development Goals
Author: Mueller, Jenna L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Human Factors Engineering,Engineering Education,Sustainable Development,Undergraduate Students,Problem Solving,Community Needs,Lighting,Females,Sex Fairness,Energy Conservation,Educational Quality,Curriculum Implementation,Science Activities,Clubs,Travel,Foreign Countries,Peer Teaching

Background: Engineering design is widely recognized as a field that can generate key innovations for complex problems, such as those elucidated in the Sustainable Development Goals (SDGs). However, engineering design training is not widely accessible to the global community, particularly to people experiencing the challenges that the SDGs are striving to address. Purpose: This manuscript describes the Ignite program created by the Center for Global Women's Health Technologies (GWHT) at Duke University, which uses the human-centered design framework to apply engineering design concepts to address specific challenges associated with the SDGs. Design/Method: Undergraduate students participate in a design course (BME 290) to learn how to create and deliver a technological solution to increase access to light at night, which is a significant challenge in many communities around the globe. A subset of the undergraduate students partnered with an energy-poor community in which they implemented a curriculum based on the skills learned in BME 290. Results: Since 2014, 110 Duke students have taken BME 290, and 22 of those students traveled internationally, collectively teaching 275 students in Kenya, India, and Guatemala. Students in Kenya formed an engineering club and taught the curriculum to an additional 52 peers. Duke students also trained 15 other university students, both in the United States and Guatemala, who have taught the curriculum to an additional 150 students in Guatemala, which illustrates the scalability and sustainability of the curriculum across countries, communities, and cultures. Conclusions: By integrating human-centered design and the SDGs into engineering curricula and targeting communities that work with women and girls, we believe the Ignite program can impact three of the SDGs -- renewable energy, quality education, and gender equality.
Self-Authorship and Faculty Writers&apos; Trajectories of Becoming
Author: Tarabochia, Sandra L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Authors,Writing (Composition),Productivity,Professional Identity,Epistemology,Self Concept

Writing researchers know relatively little about the needs and experiences of faculty writers. As a result, institutional approaches to improving scholarly productivity fail to account for vital components of writerly development and in doing so limit access to the academic enterprise. Drawing on an interview-based longitudinal study of faculty writers and the construct of self-authorship from the field of human development, this article reveals epistemological, interpersonal and intrapersonal dimensions of faculty writer development. Invoking Paul Prior, I call for inclusive support strategies that acknowledge and sponsor faculty writers' complex trajectories of becoming.
Career Killer Survival Kit: Centering Single Mom Perspectives in Composition and Rhetoric
Author: Hanson, Alex
Date: 2020-00-00
Type: Journal Articles
Subjects: One Parent Family,Mothers,Experience,Family Work Relationship,Writing Research,Writing (Composition),Rhetoric,Employed Women,College Faculty,Graduate Students,School Policy,Family Programs

This article argues for greater attention to the embodied experiences and material practices of single mothers in the academy. Using critical imagination (Royster and Kirsch) to analyze how texts in the field have represented single motherhood, I identify three patterns of how mothers complete work, or what I term survivalist strategies to resist career killing. Considering these strategies result from an absence of institutional support systems and structures, I also provide suggestions and resources for better supporting single moms in academia.
Politeness Profiles in the First-Year Composition Classroom
Author: Gray, Pennie L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Prosocial Behavior,Freshman Composition,College Freshmen,Writing Evaluation,Peer Evaluation,Criticism,Feedback (Response),Peer Relationship,Positive Reinforcement,Social Distance

During peer review, students often exhibit resistance when asked to respond critically to their peers' writing. Most students tend to offer gentle critiques, especially when they personally know the peers whose writing they are reading. This tendency to be overly kind can be frustrating for instructors, yet there may be logical reasons for students' hesitancy to engage in critical peer review. This study explores students' peer review letters through the lens of linguistic politeness theory and illuminates one possible explanation for the reluctant peer review.
Affirming Difference: Inhabiting the WPA Otherwise
Author: Street, Nathaniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Program Administration,Writing (Composition),Laboratories,Educational Attitudes,English Departments,Administrators

A unique line of WPA scholarship highlights the bodily, mental, and emotional toll of administering writing programs, which has prompted analysis of the institutional mechanisms that produce frustration in WPA work. Writing programs are comprised of a wide range of (non)human institutional forces in often incoherent and unsustainable ways, which works to alienate individual administrators from their institutionalized subject-position because it prevents WPAs from recognizing themselves as good, or even coherent, administrators. In response, I argue that this multiplicity can be affirmed as a means of experimenting with the unique dynamics it makes available, but only if the recognizability of the &quot;good WPA&quot; is deliberately obscured. Thus, this affirmatively oriented mode of experimentation relies on, ironically enough, a careful practice of &quot;not knowing&quot; what it means to be a good WPA.
English 391ml: Multilingualism and Literacy in Western Mass
Author: Leonard, Rebecca Lorimer
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Writing (Composition),Multilingualism,Literacy,Writing Instruction,Writing Assignments,Second Language Learning

College students continue to navigate powerful literacy myths that impact their writing education, especially the belief systems that uphold standard, monolingual uses of language. In this article, the authors describe &quot;English 391ml: Multilingualism and Literacy in Western Mass,&quot; a course that raises students' critical awareness of language by engaging them in the lived experience of writing among languages. This course combines several strands of innovation in composition studies: an upper-division writing-about-writing (WAW) course, a WAW course focused on multilingual writing, and a community literacy partnership with a local language school that serves immigrants and international students. Taught by Rebecca Lorimer Leonard with assistance from graduate students Danielle Pappo and Kyle Piscioniere, English 391ml asks students to make meaning not only &quot;through&quot; literacy but also &quot;of&quot; literacy, exploring the social significance of literacy in all of its routines, values, and belief systems. English 391ml aims to be functional, providing writing support for a local school and community experience for UMass students, but also important, complicating commonplace assumptions about literacy's problems and promises for all participants.
Multi-Component Communication Intervention for Children with Autism: A Randomized Controlled Trial
Author: Hampton, Lauren H.
Date: 2020-11-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Communication Skills,Language Impairments,Interpersonal Communication,Preschool Children,Caregiver Training,Augmentative and Alternative Communication,Experimental Groups,Control Groups,Cognitive Ability,Motor Development,Attention,Outcomes of Treatment

The objective of this study is to evaluate the effectiveness of a multi-component communication intervention on social communication for young children with autism. As many as half of children with autism are not yet talking by age 3, and up to a third of children with autism will remain minimally verbal past age 5. Spoken language outcomes are greatest when parents and clinicians are delivering language interventions to children with autism as compared to parents or clinicians alone. This study incorporates caregiver training, Discrete Trial Teaching, and JASP+EMT+SGD. A total of 68 children between ages 3 and 5 with autism, and their caregivers, participated in this study. Children were randomly assigned to the treatment or control group. Children in the treatment group received 36 sessions of the multi-component intervention in the clinic and at home. Children in both groups received a speech-generating device and the caregivers received an individualized training on how to program the speech-generating device. All participants were evaluated prior to intervention, immediately following intervention, and 4months following intervention. Children in the intervention group demonstrated significantly greater joint attention than those in the control group immediately following intervention. Children in the intervention group, additionally, demonstrated greater social communication with their caregivers 4months following intervention. This brief, multi-component intervention may be effective for improving social communication in young children with autism who are at risk for remaining minimally verbal. Future research is needed to understand for whom and under what conditions this intervention is most effective.
Brainstorming Revisited: Does Technology Facilitate Argumentative Essay Writing?
Author: Rashtchi, Mojgan
Date: 2020-00-00
Type: Journal Articles
Subjects: Brainstorming,Writing Instruction,Essays,Technology Integration,Persuasive Discourse,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Telecommunications,Handheld Devices,Cooperative Learning,Teaching Methods,Pretests Posttests,Computer Software,Foreign Countries,Instructional Effectiveness,Learning Processes,Student Attitudes,Language Tests,Academic Language

Brainstorming, as a pre-writing activity, facilitates the process of generating ideas and helps organize learners' thoughts to get involved in writing activities. The present convergent mixed methods study investigated whether the integration of technology and brainstorming could affect the argumentative writing of EFL learners. Initially, 68 university students in three intact classes (n=26, n=23, n=20) were exposed to mobile-assisted brainstorming (n=26), wordle-assisted brainstorming (n=23), and cooperative brainstorming (n=20) in the quantitative phase. For qualitative data collection, each session, some paper strips with three questions on them were distributed among the groups to help the researchers discover the participants' learning processes and perceptions during the instruction. Sixty-five participants who had attended all treatment sessions took one immediate post-test on a seen and one delayed post-test on an unseen topic. Two one-way analysis of variance tests (ANOVA) examined whether there were statistically significant differences between the means of the groups. The results revealed that the wordle-assisted brainstorming group outperformed the two other groups in both post-tests. The findings supported the use of word clouds as a cognitive activity in promoting the argumentative essay writing of Iranian EFL learners. The study has implications for teachers, practitioners, and educators.
Identifying and Measuring the Common Elements of Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder: Development of the &quot;NDBI-Fi&quot;
Author: Frost, Kyle M.
Date: 2020-11-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Young Children,Behavior Rating Scales,Evidence Based Practice,Psychometrics,Test Reliability,Test Validity,Fidelity,Taxonomy,Motor Development,Children,Cognitive Ability

Naturalistic developmental behavioral interventions for young children with autism spectrum disorder share key elements. However, the extent of similarity and overlap in techniques among naturalistic developmental behavioral intervention models has not been quantified, and there is no standardized measure for assessing the implementation of their common elements. This article presents a multi-stage process which began with the development of a taxonomy of elements of naturalistic developmental behavioral interventions. Next, intervention experts identified the common elements of naturalistic developmental behavioral interventions using quantitative methods. An observational rating scheme of those common elements, the eight-item &quot;NDBI-Fi,&quot; was developed. Finally, preliminary analyses of the reliability and the validity of the &quot;NDBI-Fi&quot; were conducted using archival data from randomized controlled trials of caregiver-implemented naturalistic developmental behavioral interventions, including 87 post-intervention caregiver-child interaction videos from five sites, as well as 29 pre-post video pairs from two sites. Evaluation of the eight-item &quot;NDBI-Fi&quot; measure revealed promising psychometric properties, including evidence supporting adequate reliability, sensitivity to change, as well as concurrent, convergent, and discriminant validity. Results lend support to the utility of the &quot;NDBI-Fi&quot; as a measure of caregiver implementation of common elements across naturalistic developmental behavioral intervention models. With additional validation, this unique measure has the potential to advance intervention science in autism spectrum disorder by providing a tool which cuts across a class of evidence-based interventions.
Assessing Task-Based Language Needs of the Students of International Law
Author: Yatroon, Parisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Oral Language,English for Special Purposes,Second Language Learning,Second Language Instruction,International Law,Law Students,Teaching Methods,Needs Assessment,Foreign Countries,Curriculum Development,Learning Processes,Task Analysis,Textbooks,Student Attitudes,Authors,Content Analysis

Needs analysis is regarded as an essential step for developing a curriculum for English for specific purpose courses. Assessing learners' present and real-life language needs can contribute to learners' active participation in learning processes. This study aimed to assess English geared law learners' needs and to analyze the pedagogical tasks in international law ESP textbooks. To this end, pedagogical tasks practiced in ESP courses for international law students at universities in Iran were identified. Furthermore, the participants' wants and needs were asked through interviews. The participants were selected using a convenience method of sampling. The results were analyzed both qualitatively and quantitatively. The results indicated that law discourse community members need to read the cases, brief the cases, articulate the cases, interpret the cases, preset the cases orally, interact with the other discourse community members, argue, express themselves, and take notes while listening to and reading the cases. The results of this study showed there was no agreement between what the learners wanted and felt to need and what the authors of such books selected as the relevant tasks; some of the pedagogical tasks were not aligned with the real-life tasks. Such incongruences can be found in different perspectives like mode, channel, and degree of interaction. The results can be used to help book designers and material developers in the field.
Classroom Dynamic Assessment of EFL Learners&apos; Oral Production: A Case of Female Intermediate Learners
Author: Bahador, Hamid
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Females,Evaluation Methods,Student Evaluation,Comparative Analysis,Sociocultural Patterns,Second Language Learning,Second Language Instruction,English (Second Language),Oral Language,Teacher Student Relationship,Task Analysis,Instructional Effectiveness,Grammar,Accuracy,Language Fluency,Undergraduate Students,Pretests Posttests,Teaching Methods,Foreign Countries

EFL learners often have problems to speak properly in English. As the purpose of teaching speaking is to improve the learners' oral production, language teaching should maximize language use in the classrooms (Haozhang, 1997), which is achieved through implementing proper teaching techniques to require learners to learn and practice the language in EFL classes actively. Jeltova et al. (2007) know dynamic assessment (DA) as a process-oriented type of assessment which necessitates teachers and learners to interact while learners are provided with mediations based on their ZPDs. This makes DA potentially ideal for evaluating and scaffolding learners to expand their oral skills which are interactive (Son &amp; Kim, 2017). The present study exploiting a quantitative approach, studied the effects of the Interactionist DA on developing learners' oral production while they interacted to perform language tasks. An experimental and a control group were selected, taught, and tape-recorded based on the techniques of the interactionist DA and the traditional methods, respectively. After transcribing and analyzing the data, the findings revealed significant development in the oral production and performance of the experimental group.
English Language in Kuwait&apos;s Educational System
Author: Alsafran, Eithar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language of Instruction,Institutional Characteristics,Bilingual Education,Semitic Languages,Private Schools,Costs,Educational Quality,Language Skills,Parent Attitudes,School Choice,Language Proficiency,Public Schools,Study Abroad,Bilingualism,Elementary Secondary Education

The present study investigates the role of the English language in the educational system of Kuwait. Specifically, it explores the views of parents regarding the choice of their children's education by focusing on the differences between school types, including Arabic-language public schools, Arabic-English bilingual schools, and private English-medium schools. It discusses such characteristics as affordability, quality of education, linguistic development, and the general requirements for education in a second language. The data collection includes a survey of Kuwaiti parents (N=77) and semi-structured interviews (N=6). Following the Bernstein model, the study examines the parental motivation behind school selection. The results show that English language proficiency is regarded as an important educational outcome regardless of the school type. Public schools are typically chosen for convenience, while bilingual and English-medium schools are associated with quality education, better English skills, and opportunities for study abroad. The results reveal that parents would change the type of education for their children if they could find a more suitable one. The study concludes by recommending a balanced-bilingual approach where Arabic continues to develop alongside English to strengthen the Arabic heritage while giving young Kuwaitis English skills valued in a global economy.
The Effectiveness of Dynamic Assessment in Linguistic Accuracy in EFL Writing: An Investigation Assisted by Online Scoring Systems
Author: Xian, Liuyan
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Outcomes of Education,Sociocultural Patterns,Learning Theories,Learning Processes,Intervention,Evaluation Methods,Language Proficiency,Problem Solving,Comparative Analysis,Accuracy,Writing Evaluation,Scoring,Online Systems,Undergraduate Students,Majors (Students),Computer Software,Writing Instruction,Instructional Effectiveness,Foreign Countries

From the perspective of Vygotsky's Sociocultural Theory and Zone of Proximal Development (ZPD), dynamic assessment (DA) highlights the role of mediation in the learning process by unveiling the distance between actual learning proficiency and potential learning development. DA is more helpful in fostering students' ability to solve problems independently and in facilitating future tutoring. However, due to its large consumption in time, a vast majority of studies on DA target at a limited scale. To remove this limitation from the implementation of DA, this paper attempts to apply interventionist DA with the support of online scoring systems in EFL writing. Targeting at 44 Chinese L2 English learners, this experimental research mainly adopts quantitative methods with qualitative methods as a supplement to explore their improvement in linguistic accuracy in English writing. It is found that both non-dynamic assessment (NDA) and DA helped participants to improve their accuracy, but only in the DA group observed a remarkable statistical significance. That is, DA is more effective in promoting learning outcomes. Besides, ZPD is predictive for future learning achievement.
Perceptions of Beginning Teachers and Mentor Teachers: Case Study of a Campus Mentor Program
Author: Spoon, Deborah F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Beginning Teacher Induction,Mentors,Principals,Program Effectiveness,Role,Teacher Effectiveness,Teacher Characteristics,Expectation

The purpose of this study was to examine beginning and mentor teachers' perceptions of a campus mentor program and the match of the mentor teacher to a beginning teacher. The focus was to identify specific factors that would contribute to supporting a campus mentor program. The researcher selected one public school district in Southeast Texas for this case study. Beginning teachers and mentor teachers who were licensed teachers in the state of Texas, employed by the same school district, and were teachers in one of the seven intermediate schools within the school district were invited to participate in the study. The six teachers invited to participate included: three mentor teachers and three beginning teachers. Semi-structured, open-ended questions were used to gain insight into the experiences of the beginning and mentor teachers. The findings of this study indicate that it is imperative that beginning teachers be assigned a mentor in their first year of teaching and receive support from the mentor for at least the first two years.