ethanporcaro/eric-fulltext-meta huggingface dataset:
The Social Progress Index in International Business Site Selection: Three Case Studies
Author: Pate, Sandra K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Business,Corporations,International Trade,Site Selection,Social Indicators,Social Development,Measurement,Case Studies,Progress Monitoring,Access to Education,Wages,Civil Rights,Freedom,Access to Information,Individual Needs,Biodiversity,Population Distribution,Industry,Computer Software,Furniture,Consumer Economics,Marketing,Foreign Countries

International businesses face a difficult task when trying to decide where to place or expand a business that could be located anywhere in the world. Each country is a complex system of human capabilities, technical systems, [infrastructure bases, laws, cultures and economic systems. How can a company know which country is best for it today, and even more importantly, which country will grow into an appropriate location for future business opportunities? Several studies offer insights into how to make site selection decisions (O'Farrell &amp; Wood, 1994; Papadopoulos et al., 2002; Rothaermel et al., 2006) but the complexity of the data required makes initial analysis across many countries problematic. Most businesses, trying to predict an ideal country or sequence of countries to enter, are left to simple rules of thumb or decision models using limited criteria (Górecka &amp; Szalucka, 2013; Alexander et al., 2011). A wide variety of country data of varying reliability and efficacy are frequently used (Rahman, 2003). Many of the largest companies have developed specialized teams with sophisticated models for site selection. However, for smaller companies finding reliable, consistently measured data they can interpret and analyze in ways that provide useful insights is a challenge. This article introduces the Social Progress Index, launched in April 2013 at the 10th annual Skoll World Forum held at the University of Oxford (The Origins, 2015). The Social Progress Index is unique because it is the most comprehensive framework developed for measuring social progress and the first to measure social progress independently of GDP or other economic variables (Porter, 2015; Keohane, 2015). Three cases have been chosen to demonstrate the usefulness of the Social Progress Index for site selection in three very different circumstances.
A New Approach in Public Budgeting: Citizens' Budget
Author: Bilge, Semih
Date: 2015-00-00
Type: Journal Articles
Subjects: Budgets,Budgeting,Citizen Participation,Accountability,Public Administration,Definitions,Objectives,Information Dissemination,Program Implementation,Case Studies,Foreign Countries

Change and transformation in the understanding and definition of citizenship has led to the emergence of citizen-oriented public service approach. This approach also raised a new term and concept in the field of public budgeting because of the transformation in the processes of public budgeting: citizens' budget. The citizens' budget which seeks to ensure participation of the citizens in the budgeting process serves as a tool to ensure that the budget is shared with the public transparently and that the people take part in the budgeting processes. Citizen's budget is one of the main tools and instruments that the central and local administrations could use to ensure greater transparency and citizenship participation. This study focuses on the concept of citizens' budget, its goals and principles. In addition, the paper also analyzes the phases of budget-making and the expected outcomes out of the citizen-oriented budgeting. Furthermore, the study, referring to practices of different countries in this field, offers some insights on the citizens' budget.
Ontario Education Governance 1995 to the Present: More Accountability, More Regulation, and More Centralization?
Author: Li, Xiaobin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Administration,Governance,Educational History,Accountability,Federal Regulation,Educational Legislation,Centralization,Educational Trends,Neoliberalism,Politics of Education,Educational Policy,Educational Change,Governing Boards,Collective Bargaining,Unions

The purpose of this study was to examine the general trend of education governance in the Canadian province of Ontario since 1995 when the Progressive Conservatives led by Michael Harris formed a new majority government. The article is divided into three sections. The first section provides the context and a historical background of Ontario education from its beginning to 1995 when the Conservatives started significantly transforming the governance of education. The second section describes the changes the Conservative government and the following Liberal government made between 1995 and the present, paying attention to the important shifts and tensions in the relationship between school boards and the government and how these shifts and tensions affected the overall education governance. The third section presents the tension between the government and two teachers' unions in the last round of collective bargaining when school boards did not play a significant role. The paper concludes with an attempt to draw lessons from the shifts in education governance since 1995 in terms of how it is likely to evolve in the future.
Using a Four-Point Scaled Writing Rubric: Improving the Quantity and the Quality of the Writing in a First Grade Specialized 8:1:1 Classroom
Author: Carlson, Lynn
Date: 2013-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Writing Instruction,Writing Skills,Grade 1,Common Core State Standards,Social Influences,Cultural Influences,Writing Processes,Pretests Posttests,Journal Writing,Special Education,Special Classes,Writing (Composition),Cognitive Processes,Social Theories,Educational Theories,Quasiexperimental Design

Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing instruction through close analysis of student writing. Research suggests that students use both cognitive and social processes when composing a writing piece (MacArthur, Graham, &amp; Fitzgerald, 2006). Therefore, this study evaluates the importance of first using the social cultural writing process in order to enhance the cognitive writing process of students before they responded to a writing prompt. The study involved administering a journal entry pre-test, post-test, and final test over a four-week time period to eight first grade special education students in a specialized classroom. The results were calculated, analyzed, and conclusions/implications were recorded.
Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers?
Author: Still, Kristine Lynn
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Instruction,Repetition,Reading Fluency,Reading Comprehension,Teaching Methods,Adolescents,Reading Difficulties,Control Groups,Experimental Groups,Pretests Posttests,Peer Influence,Program Effectiveness,Grade 9,Grade 10,High School Students,Learning Disabilities,English Instruction,Reading Tests,Quasiexperimental Design

This was a 12-week study that explored the effects of repeated peer readings on struggling adolescent readers. It was a quasi-experimental design with one treatment group and one control group. There were two small group English classes that were consistently using the repeated reading strategy (the treatment group) and students in the co-teach English class who were not using the repeated reading strategy (the control group). The students were not randomly assigned. The pre- and posttests given were the AIMSweb (to measure fluency) and Scholastic Reading Inventory (to measure comprehension). This study investigated the effects of repeated peer reading on reading fluency and comprehension. It also explored the relationship between reading fluency and comprehension. In the area of reading fluency, the results showed that one participant in the treatment group increased and five participants from the control group improved. In the area of reading comprehension, six of the treatment group participants increased and six of the control group participants improved. The participants in the treatment group had larger gains in comprehension than did the control group participants. The data indicated an inconsistent relationship between reading fluency and comprehension.
Multilingualism: Its Open and Hidden Agendas
Author: Komorowska, Hanna
Date: 2013-00-00
Type: Journal Articles
Subjects: Multilingualism,Language Planning,Foreign Countries,Second Language Learning,Second Language Instruction,Language Minorities,Language Variation,Civil Rights,Official Languages,Language Attitudes,English (Second Language),Language Teachers,Teacher Role,Native Language,Futures (of Society)

The author analyses tendencies presented in recently launched EU reports claiming that newly published data reveal a need to rethink approaches to individual and social multilingualism. In the first part of the article approaches to individual as well as to societal multilingualism are discussed from a historical perspective. In the second part meanings ascribed to the promotion of multilingualism are analysed from the language perspective together with the use made of them in the field of social and political activity. Promoting multilingualism is then looked at from the perspectives of the learner and the teacher. Implications are finally sought for teaching, learning and assessment in language education.
Is There ELF in ELT Coursebooks?
Author: Vettorel, Paola
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Computational Linguistics,Secondary School Students,Content Analysis,Foreign Countries,Intercultural Communication,Language Variation,Metalinguistics,Cultural Awareness,Textbooks,Textbook Content

This article aims to explore whether well-attested findings in the fields of World Englishes (WE) and of English as a lingua franca (ELF) have determined a shift in perspective in the overall approach to English language teaching (ELT), and how far this shift has permeated teaching materials and coursebooks. The research study was carried out in Italy, a country where ELT coursebooks have often played a relevant role in introducing innovations in language teaching methodology. The research design included a corpus of ten coursebooks that have been published and adopted in Italian secondary schools in the last 6 years. The coursebooks were evaluated in terms of the presence or absence of references to WE and/or ELF, of awareness-raising activities, of the promotion of using English outside the school environment and of the use of effective English communication and intercultural strategies among nonnative speakers. Findings show that there have been no significant changes in the inclusion of WE- and ELF-oriented materials and related tasks, apart from the area of promotion of cultural and intercultural awareness.
Academic and Linguistic Gains during a Semester-Long Study Abroad: A Cohort Case Study
Author: Cai, Wei
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Study Abroad,College Students,English (Second Language),Majors (Students),Questionnaires,Student Attitudes,Semi Structured Interviews,Academic Achievement,Achievement Gains,Foreign Countries,Second Language Learning,Student Surveys,Statistical Analysis

The present case study investigated university students' academic and linguistic gains during a semester-long exchange program abroad. Thirty three third-year English majors from a Chinese university answered a battery of questionnaires and 13 of them participated in semi-structured interviews both prior to and after the program. Analyses of the data showed that the participants gained greatly from the exchange program both academically and linguistically. Based on the findings, some implications about exchange programs are discussed.
L2 Motivation, Anxiety and Self-Efficacy: The Interrelationship of Individual Variables in the Secondary School Context
Author: Piniel, Katalin
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Individual Differences,Self Efficacy,Questionnaires,Schemata (Cognition),Structural Equation Models,Learning Motivation,Anxiety,Secondary School Students,Foreign Countries,Learning Experience,Second Language Instruction,Correlation,English (Second Language),Goodness of Fit,Measurement,Likert Scales,Statistical Analysis

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was used to investigate the proposed circular relationship of students' motivated learning behavior, language learning experience, self-efficacy beliefs, and both debilitating and facilitating anxiety. Our results indicate that: (a) the process of motivation is complex and influenced by other individual difference (ID) variables, and (b) the investigation of ID variables in constellations rather than in isolation seems to be more fruitful in understanding language learner differences.
Acquisition of German Pluralization Rules in Monolingual and Multilingual Children
Author: Zaretsky, Eugen
Date: 2013-00-00
Type: Journal Articles
Subjects: German,Morphemes,Monolingualism,Multilingualism,Preschool Children,Immigrants,Language Tests,Comparative Analysis,Language Acquisition,Second Language Learning,Error Patterns,Native Speakers,Foreign Countries,Statistical Analysis

Existing studies on plural acquisition in German have relied on small samples and thus hardly deliver generalizable and differentiated results. Here, overgeneralizations of certain plural allomorphs and other tendencies in the acquisition of German plural markers are described on the basis of test data from 7,394 3- to 5-year-old monolingual German and bi/multilingual immigrant children tested with a modified, validated version of the Marburger Sprachscreening (MSS) language test and 476 children tested with the SETK 3-5 language test. Classified correct and wrong answers to MSS and SETK 3-5 plural items were compared. The acquisition patterns of immigrants corresponded to those of younger German children. Both monolingual German and immigrant children demonstrated generally the same universal frequency and phonetically/phonologically based error patterns, irrespective of their linguistic background, but with different tendencies such as overgeneralization of &quot;-s&quot; by German children only.
Exploring Graduate Students' Understanding of Research: Links between Identity and Research Conceptions
Author: Ross, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Research Methodology,Educational Research,Higher Education,Qualitative Research,Problem Solving,Action Research,Essays

We are in an era that calls for increasing &quot;training&quot; in educational research methodologies. When the National Research Council (2004) calls for training in educational research that is &quot;rigorous&quot; and &quot;relevant,&quot; the focus strongly emphasizes WHAT should be taught instead of WHO is being engaged in the learning. Similarly, most of the research on teaching educational inquiry explores the &quot;what&quot; and not the &quot;who&quot; of the learning. In contrast, we explore conceptualizations of &quot;research&quot; as expressed by graduate students in a research methodology course, as well as the way that student narratives illustrate their own identity claims in relation to research. We develop the analytical concept of &quot;pragmatic fissures&quot; to explain the tension often present between the way students conceptualize research and the way they perceive themselves in relation to the research process. We suggest that these pragmatic fissures provide an opportunity for expanding pedagogical approaches to course delivery, as well as approaches to methodology textbook design. In the spirit of post-perspectives aimed at challenging the &quot;methods&quot; approach to research learning (St. Pierre, 2014), we welcome an opportunity for thinking about research instruction as more locally and organically connected to the lived experiences and conceptual make-up of students engaged in the learning process.
Putting Structure to Flipped Classrooms Using Team-Based Learning
Author: Jakobsen, Krisztina V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teamwork,Homework,Video Technology,Technology Uses in Education,Educational Technology,Cooperative Learning,Student Attitudes,Accountability,Readiness,College Students,Blended Learning

Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students learn the primary course content outside of class, have gained recent popularity. Many institutions, especially medical and business schools, have established flipped classrooms and recorded the method's effectiveness. One key component to the flipped classroom is the absence of traditional lectures inside the classroom. Unfortunately, how to effectively structure the classroom experience in light of this absence is largely missing in the literature and creates a unique challenge for instructors who are unsure of how to spend class time. In this paper, we present Team-Based Learning (TBL) as one way to effectively structure a flipped classroom environment.
Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms
Author: Hyun, Jung
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Learning Processes,Active Learning,Conventional Instruction,Teaching Methods,Instructional Effectiveness,Outcomes of Education,Learning Activities,Hypothesis Testing,College Students,Questionnaires,Likert Scales,Least Squares Statistics,Regression (Statistics)

Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes when classroom resources are limited. In this study, we examined the effect of active learning pedagogies on students' satisfaction of learning processes in ALC and Traditional Classrooms [TCs]. The results show that active learning pedagogy activities are significant factors that increase students' satisfaction with their individual and group learning processes. In addition, active learning pedagogical activities in both TCs and ALCs influence students' satisfaction with their learning processes positively.
Teaching the English Active and Passive Voice with the Help of Cognitive Grammar: An Empirical Study
Author: Bielak, Jakub
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Grammar,Semantics,Quasiexperimental Design,English (Second Language),Teaching Methods,Comparative Education,Linguistic Theory,Statistical Analysis,Pretests Posttests,Foreign Countries,College Students

Functionally-oriented linguistic theories, such as cognitive grammar (CG), offer nuanced descriptions of the meanings and uses of grammatical features. A simplified characterization of the semantics of the English active and passive voice grounded in CG terms and based on the reference point model is presented, as it is the basis of the instructional treatment offered to one of the groups in the quasi-experimental study reported in the paper. The study compares the effects of feature-focused grammatical instruction covering the form and meaning/use of the English voices based on CG with those of teaching based on standard pedagogical grammar rules. The results point to relatively high effectiveness of both instructional options in fostering the use of the target structures in both more controlled and more spontaneous performance, with traditional instruction being more successful than that based on CG with respect to the latter. A possible explanation of this superiority is that the subset of the participants (n = 27) exposed to the traditional explanations found them simple and easy to apply, contrary to the situation in the other group.
Reverse Discourse Completion Task as an Assessment Tool for Intercultural Competence
Author: Kanik, Mehmet
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Learning,Discourse Analysis,Intercultural Communication,Communicative Competence (Languages),Sociolinguistics,Turkish,Second Language Instruction,Pragmatics,Power Structure,Native Speakers,Teaching Methods,Statistical Analysis,Evaluation Methods

This paper proposes a prototypic assessment tool for intercultural communicative competence. Because traditional discourse completion tasks (DCTs) focus on illocutionary competence rather than sociolinguistic competence, a modified version of a DCT was created to target sociolinguistic competence. The modified DCT employs speech acts as prompts and asks respondents to write about a situation in which a given speech act would be appropriate. This new tool is named a reverse discourse completion task (R-DCT). The task was given to learners of Turkish as a second language. Data from 12 participants were analyzed for their provision of sociopragmatic factors such as power, distance and imposition and also with respect to whether the situation was relevant to a given speech act. Responses from the participants show that R-DCTs can be used to assess intercultural competence as they help reveal respondents' knowledge of sociolinguistic context in which a given speech act may be appropriate. By removing the need for comparison with native speaker data and the limitations that emerge from the lack of linguistic formula at respondents' disposal, R-DCT is a promising elicitation task to assess sociolinguistic competence, an integral part of Byram's (1997) model of intercultural communicative competence.
Engaging Students' Imaginations in Second Language Learning
Author: Judson, Gillian
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Imagination,Second Language Learning,Second Language Instruction,Learning Processes,Literacy,Oral Language,Cognitive Processes,Literacy Education

Imagination is rarely acknowledged as one of the main workhorses of learning. Unfortunately, disregarding the imagination has some clearly negative pedagogical impacts: Learning is more ineffective than it should be and much schooling is more tedious than it need be. In this paper, we outline a somewhat new way of thinking about the process of students' language education. We focus on the kinds of &quot;cognitive tools&quot; or learning &quot;toolkits&quot; human beings develop as they grow up, which connect emotion and imagination with knowledge in the learning process. We show how employing these tools--indeed, how their central employment in all aspects of planning--can make learning other languages engaging and meaningful.