ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Effective Listening, Negotiating, and Reflecting to Promote Constructive School Collaboration: A Theoretical Analysis
Author: McBath, Gabrielle L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Leadership Styles,Teacher Administrator Relationship,Teacher Student Relationship,Holistic Approach,Participative Decision Making,Listening Skills,Reflection,Error Patterns,Cooperation,Story Reading,Interpersonal Communication

There are numerous reasons why human connectivity fails in contemporary United States K-12 school districts ranging from overlooking faculty contribution to disregarding their individualism. Often, the need to fill mandates supersedes the bond between school leaders and faculty, and faculty to students. Leadership must be a collective effort, as one individual cannot have all the capabilities, knowledge, and resources to work alone. It is defined therefore as a malleable concept: connecting actions to ideas; it fails in isolation. The objectives of this literature-based study are to investigate how school leaders delegate effectively to faculty, as well as contribute productively to a district's goals. Three benchmarks of effective listening, negotiating, and reflecting promoted constructive leadership within a school environment. Behavioral errors of listening and negotiating prompted a need to find solutions. These solutions are, (a) examining errors within the aforementioned behavioral criteria, (b) precipitating the solution of story-telling, (c) collaborating work efforts, and (d) maintaining a reflection log. However, further research is needed to assess why there are stronger individual efforts within collaborative work projects.
Vagueness and Withholding Information in Christie&apos;s (1926) Detective Fiction &quot;The Murder of Roger Ackroyd&quot;: A Pragma-Stylistic Study
Author: Merzah, Safaa K.
Date: 2020-09-00
Type: Journal Articles
Subjects: Authors,Fiction,Language Styles,Pragmatics,Literary Devices,Speech Acts,Deception,Discourse Analysis

This study is intended to examine the deceptive strategies utilized in the well-renown Agatha Christie's (1926/2002) detective fiction &quot;The Murder of Roger Ackroyd&quot; to fill a gap in the literature by conducting a pragma-stylistic analysis of the novel. To do so, the researchers have set two objectives which are phrased as follows: firstly, examining the pragma-stylistic choices that are used to surface the deceptive strategies on the character-character level in the pre-dénouement stage and secondly, investigating the pragma-stylistic choices that are used to surface the deceptive strategies on the narrator-reader level in the pre-dénouement stage. The stylistic idiosyncrasies of Christie's Dr. Sheppard are carried out through an eclectic pragma-stylistic approach to expose his deceptive strategies for the fulfillment of his selfish ends. Therefore, the study at issue follows an eclectic conceptual framework which comprises Merzah and Abbas's deceptive principle (2020) and Chen's (2001) self-politeness, along with the stylistic effects achieved via the manipulation of such linguistic tools, to explore the two levels of discourse, namely, character-character level and narrator-reader level proposed by Black (2006). The qualitative analysis of the novel has exhibited that Dr. Sheppard is an expert deceiver who principally relies on indirect strategies, as he is cognizant of the power of what is insinuated but left unsaid.
&apos;I Can&apos;t Live without Google Translate&apos;: A Close Look at the Use of Google Translate App by Second Language Learners in Saudi Arabia
Author: Bin Dahmash, Nada
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Computational Linguistics,Semitic Languages,Learning Processes,Writing (Composition),Student Attitudes,Spelling,Accuracy,Pronunciation,College Students

Google Translate App (GTA) use is ubiquitous among second language learners in Saudi Arabia for translating between Arabic and English and vice versa. Learners perform various translation tasks drawing on different features of GTA. However, what specific features they draw on when using Google Translate, and how the app influences their English learning process is unknown. This study aims to answer the following research question: what are the affordances of GTA as perceived by second language learners in Saudi Arabia? The research participants were twelve second language learners at a university in Saudi Arabia. Focus group interviews and individual interviews were conducted to gather the data over six-weeks. Thematic analysis indicates that GTA provides five different modes of writing in English, offering options to use the app in-class and in everyday life, and serving as a language learning resource. The findings also indicate that the personal histories of learners with GTA related to their introduction to and frequency of using the app in everyday life, and the benefits they observed when doing so. The study recommends language instructors promote the use of the app as a mini dictionary, and encourage language learners to use it as a resource to ensure accurate spelling and pronunciation.
Planning for Transformation: A Semantic-Grammatical Based Discourse Analysis of Saudi Vision 2030
Author: Hameed, Ansa
Date: 2020-09-00
Type: Journal Articles
Subjects: Semantics,Discourse Analysis,Strategic Planning,Economic Development,Ideology,Models,Grammar,Content Analysis,Language Usage,Vocabulary,Social Change,Foreign Countries,Word Frequency,Public Policy,Computational Linguistics

The need for transformation has led kingdom to envision and encode the Saudi Vision 2030 document; it is not merely an idealistic divination but a manuscript with an appropriate plan to accomplish its anticipated economic and social goals. In fact, planning is a critical factor in the document, which shapes it as a discourse of realization and fascination, made in the public interest. The present research aims to investigate the ways strategic planning has been articulated in the Vision 2030 document. It can help to get a deep linguistic understanding of this ideological discourse as well as to make it comprehendible for familiar readers. The core purpose of the present study is to examine this ideological discourse for the linguistic items that encapsulate the planning factor. For this purpose, the text has been reviewed using the foundational document model projected by Holland (2014). This semantic-grammatical based linguistic model helps to investigate the ideological strand of planning in the selected text. The research design is quantitative, using a content analysis method. The results reveal that planning strategies are well voiced in the Vision 2030 document, using a variety of vocabulary items; Investment, support, cooperation, provision, and increment are found as the fundamental strategies. The study suggests that other linguistic features can also be investigated to explain this document in the public interest.
Construction of Emotional Maturity Scale of High School Teachers (AVSEM)
Author: Cyril, A. Vences
Date: 2017-00-00
Type: Journal Articles
Subjects: Test Construction,High School Teachers,Maturity (Individuals),Emotional Development,Test Validity,Test Reliability

This paper aims to develop and standardize the emotional maturity of high school teachers scale. Emotional maturity is a process in which the personality is continuously striving for greater sense of emotional health, both intra-physically and intra-personally. If teachers are emotionally mature which means if they have the ability to realize the psychological knowledge and utilize it, they will be able to help students at right time by checking their problems as they start advancing. Teachers should teach children to develop emotional maturity, but in order to do this they must have a similar characteristic in themselves. The steps followed for its construction and standardization are (i) Ensuring purpose and usefulness of items, (ii) Structuring the tool, (iii) Pilot study and item analysis, (iv) Validity, (v) Reliability, (vi) Final draft of the tool. The researcher developed the preliminary version of AVSEM Scale (104 items) with simple, clear, and concise statements for better understanding both in Tamil and English versions. The validity for each item was tested. Thus the final AVSEM Scale consists of 60 items. This scale was aimed at covering the knowledge and conceptions of high school teachers about the emotional maturity. This tool will help to the Emotional Maturity of high school teachers.
Introducing the Continually Adjustable Transmission (CAT): Developing Pre-Service Generalist Primary Teachers&apos; Confidence in Teaching Music Using a Variety of Music Transmission Methods
Author: Nethsinghe, Rohan
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Self Esteem,Music Education,Preservice Teacher Education,Teaching Methods,Instructional Effectiveness,Foreign Countries,Multicultural Education,Student Attitudes

This paper introduces a method titled the Continually Adjustable Transmission (CAT) developed by the author to teach music to preservice teachers undertaking primary school teacher preparation programs which can be used in any other context where music is taught. To explore the effectiveness of the CAT method that comprises four interrelated elements Constant Evaluation, Adjustable Input, Systematic Transmission and Tailored Admission a pilot research study was conducted involving sixty participants. A number of common themes emerged from the thematic analysis of qualitative data and the findings of the study indicate that the CAT method has worked effectively for the majority of preservice teachers to develop their knowledge and skills of music and enhance confidence in teaching music to primary school students upon graduation.
Analyzing Communication Center Training through the Lens of Foucault
Author: Moss, Troy
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Communication Skills,Power Structure,Universities,Speech Communication,Feedback (Response),Decision Making,Consultants,Freedom,Course Descriptions

Power is a complicated and uncomfortable topic that affects everyone to varying degrees. A traditional view of power would be a force that someone wields over others. However, Michel Foucault's view of power turns it into a relationship between two or more individuals that becomes quite liberating (1994). Through power-relationships, freedom of choice is created. His view exists beyond mere philosophy and can be applied everywhere in life; the University of North Carolina at Greensboro (UNCG) Communication Center training course is no different. The UNCG Communication Center training course has the goal of training junior consultants (trainees) into senior consultants and gives them the ability to help other students create and reform presentations, no matter what stage of the speechmaking process they may be on, through the means of feedback. The UNCG Communication Center mirrors Foucault's concepts of power and freedom in training which creates a self-reliance in the trainees that other communication centers should utilize.
Aristotle&apos;s Rhetoric: How It Plays into Effect between Managers and Consultants at a University Speaking Center
Author: Stomp, Kara
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Personnel Management,Persuasive Discourse,Leadership,Employer Employee Relationship

This paper looks at a mid-size state university's speaking center. At this speaking center, managing peers oversee consultants for hour-long shifts, and those who work together during these hour-long shifts are referred to as shift families. These families remain the same for the entire semester, and so effective personal communication between them is essential for making sure the center runs smoothly. This research paper will look at an overview of Aristotle's Rhetoric between managers and consultants on shift. The author will analyze the way Aristotle's Rhetoric influenced consultants' responses to managers' requests based on interactions in the speaking center during the fall 2018 semester. It will focus on the importance of rhetoric in better understanding interpersonal communication and conflict management within a speaking center setting, as well as the need for more focus to be put on the use of rhetoric within peer power dynamics.
Designing a Corequisite First Year Writing Course with Student Retention in Mind
Author: Heaser, Sara A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Freshman Composition,Required Courses,School Holding Power,College Freshmen,Cooperative Learning,Writing Instruction,Curriculum Development,Remedial Instruction,Student Placement,College Entrance Examinations,Outcomes of Education,Reading Skills,Writing Skills

ENG 100 is a three-credit, graded course designed for students who are enrolled in ENG 110, a three-credit, single semester first year writing (FYW) course. Students in ENG 100 and 110 take six credits of FYW instruction during their first semester at the University of Wisconsin-La Crosse (UWL). ENG 100 focuses on developing academic literacy skills such as describing, discussing, and reflecting on student reading, writing, and research habits and practices. Students participate in workshops, small group work, and peer review to practice writing as a collaborative activity and a recursive practice. This course has an enrollment cap of 15 students per section and is taught by instructors with a background in basic writing. It also features embedded writing interns who help to co-facilitate the course with additional workshops, office hours, and one-on-one peer writing consultations.
Making an Impression @UTampaSpeech: A Case Study Using Instagram at the University of Tampa&apos;s Center for Public Speaking
Author: Clements, Meredith L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Public Speaking,College Students,Communication Skills,Marketing,Best Practices,Academic Support Services,Student Attitudes

Instagram is one of the most widely used social networking sites for college students (Smith &amp; Anderson, 2018). But using a medium because it is popular does not equate to effective use. During 2018-2019, The University of Tampa's Center for Public Speaking performed an 11-month case study to assess our use of Instagram to examine whether it was the right platform for our communication center. We determined it was, and we offer &quot;best practices&quot; to use in the future and suggest other communication centers consider performing case studies of their own to assess their use of social media.
On Brand: Communication Center Tutors as Social Media Content Creators
Author: Truman, James
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Academic Support Services,Social Media,Student Employment,Tutors,Marketing,Communication Strategies,Job Training,Computer Mediated Communication

Because social media is a significant factor in how students and faculty in higher education engage with the world, it is important for communication centers to consider this medium as a method to meet those audiences where they are. While there are challenges to creating a social media presence, this article argues that engaging your tutors in both developing your communication center's branding strategy and as content creators will help you address those challenges. Building your communication center's social media presence offers you not just an avenue to communicate the core values of your center to your institution, it is also an opportunity to develop your tutoring staff's intellectual engagement and enhance their professionalization.
Consultants in the Classroom: Pilot Study Assessing Multidisciplinary Center Collaboration
Author: Brown, Carl
Date: 2019-00-00
Type: Journal Articles
Subjects: Communications,Program Effectiveness,Consultants,Workshops,Partnerships in Education,Higher Education,Agency Cooperation,Self Esteem,Student Empowerment,Knowledge Level,Communication Skills,Speech Skills,Writing Skills,Research Skills,Undergraduate Students

Communication center clients come in various forms. Many centers work with individuals and groups while some work with entire classrooms, departments, or colleges. Very few centers &quot;both&quot; partner with other campus consulting services &quot;and&quot; interact with large units. While a considerable amount of literature focuses on one-on-one consultations and some work focuses on collaboration between similar centers (McCall, Ellis, &amp; Murphy, 2017), little, if any, research deals with these unique partnerships &quot;and&quot; how they collaborate to serve groups. This article examines how one communication center partnered with two other campus consulting services to create a purposeful and collaborative relationship with three sections of a communication course for an entire semester each. The goal of this work is to test effectiveness value of communication and similar consultants in the classroom, and to understand if one approach to consultant inclusion in the classroom is more empowering than another. To accomplish these goals, three groups, or classes, of students were used. The control group excluded all consultant participation. One experimental group had consultants embedded themselves into each class meeting. The other experimental group had consultants provide service-specific workshops during select class meetings. The collaborative partnership for this study included speaking, writing, and research center consultants and pre-and post-semester scales were used to compare empowerment levels and subject knowledge values between groups. Results suggest the workshop group produces higher empowerment and learning levels than other groups.
Shared Voices: Writing Centers and Social Media
Author: Bales, Kristen
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Laboratories,Undergraduate Students,Social Media,Peer Teaching,Tutor Training,Tutors

This article is a brief account of how the Writing Center at Daytona State College has begun to utilize social media in our space. We examine the platforms that we use, along with the data associated with them, and then discuss our goals for integrating our staff into the narrative that we share on campus and virtual campus. We first want to see our staff as both producers and consumers of our social media and help them create an online environment that celebrates positive interactions.
An Atypical Approach to Improve Typical Issues with Pre-Service Teachers&apos; Geometric Shape Knowledge
Author: Nurnberger-Haag, Julie
Date: 2020-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Geometric Concepts,Knowledge Level,Teaching Methods,Student Attitudes,Class Activities,Mathematics Instruction,Childrens Literature

Although geometric shape content should be mastered by early high school, many pre-service teachers (PSTs), particularly those in elementary and special education, have limited yet deeply engrained shape concepts. This poses challenges for how to teach shape concepts in content courses for PSTs. Thus, this study tested an approach atypical for a content course. PSTs' positive perceptions of this 40-minute activity and the specific ways their content knowledge did and did not change were reported. The results could influence instruction of mathematics content courses for PSTs in powerful ways with minimal time as well as open research opportunities.
Preservice Teachers&apos; Involvement in the Dynamic, Messy and Nonlinear Problem-Solving Process
Author: Ortiz, Enrique
Date: 2020-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Problem Solving,Mathematics Skills,Methods Courses,Problem Based Learning,Preservice Teacher Education,Geometry,Common Core State Standards

This paper details an exploratory study of ten elementary preservice teachers (PSTs) involvement in the problem-solving process in a mathematics methods course. The dynamic, messy and nonlinear nature of this process was demonstrated by discussing PSTs' solution process of an open box construction problem. Effective approaches to solve this problem were discussed. Polya's (1957) four-step framework was presented to illustrate the problem-solving process as a more realistic and authentic endeavor, including the importance of using this framework with discretion. The eight Mathematical Practices (Common Core State Standard for Mathematics, CCSSM, 2010) were used to explore the PSTs' problem solution process.
Assisting Learners in Orchestrating Their Inner Voice for L2 Learning
Author: Tomlinson, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Inner Speech (Subvocal),Native Language,Second Language Learning,Second Language Instruction,Teaching Methods,Cognitive Processes

In our L1 the person we talk to more than anybody else each day is ourself. We talk to ourselves all the time using our inner voice, both during our waking hours and in our dreams. We do so in order to make sense of the world, to understand what we see, read and hear, to comment and evaluate, to make decisions, to support ourselves, to entertain ourselves, to control our emotions, to decide and rehearse what to say or write. Without using our inner voice we would be much less capable of interacting with the world and with other people. For example, right now I am using my inner voice to dictate to my fingers what to type and then I am using it to read and comment on what I have just typed. How would I do that without my inner voice?
What Is the Role and Nature of Language and Language Development?
Author: Benati, Alessandro
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Linguistic Input,Role,Language Research,Language Role,Linguistic Theory,Morphemes,English (Second Language),Learning Processes

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.