ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Discourse Markers in Paragraph Writings: The Case of Preparatory Year Program Students in Qassim University
Author: Daif-Allah, Ayman Sabry
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,English (Second Language),Second Language Learning,Foreign Countries,Qualitative Research,Statistical Analysis,Second Language Instruction,Writing (Composition),Sentences,Language Usage,Discourse Analysis,Correlation,Instructional Materials,Writing Skills,Language Skills,Connected Discourse

The purpose of this paper is to identify the discourse markers used by Saudi EFL learners in their paragraph writing. The study was conducted on fifty students of the Preparatory Year Program at Qassim University. Data were collected from one hundred paragraphs written by the students at the end of the first and second semesters of the academic year 2012/13. These paragraphs were analyzed qualitatively and quantitatively in terms of the number of discourse markers used and their categories preferred in written paragraphs by three raters. The findings of the study revealed that the students overused the additive connectors followed by the causative, the contrastive and the illustrative ones. In addition, the students' use of writing discourse markers is too limited and the ones that were most frequently used are &quot;and&quot;, &quot;in addition&quot;, and &quot;for example&quot;. The findings also indicated that the subjects of the study wrote too many simple sentences in their paragraphs in a choppy and immature manner and that their use of discourse markers did not develop as they progressed in education. The results also showed a positive and direct relationship between test scores and the use of discourse markers. A number of reasons were found to underlie the lack of using discourse markers on top of which were the teaching materials and examinations. The study concluded that students' ability to use discourse markers should be developed as a condition to improve their writing fluency and that their writing instructors should bridge the gaps in writing course books by suggesting necessary supplementary materials. The study suggests further extensive research investigating the misuse of discourse markers in the different language skills among students of different majors.
Gender Differences in Children's Math Self-Concept in the First Years of Elementary School
Author: Lindberg, Sven
Date: 2013-00-00
Type: Journal Articles
Subjects: Gender Differences,Elementary School Students,Mathematics Skills,Self Concept,Young Children,Elementary School Mathematics,Age Differences,Grade 1,Grade 2,Foreign Countries,Standardized Tests,Mathematics Tests,Arithmetic,Questionnaires,Statistical Analysis

In the course of elementary school, children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls' math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education.
Language of Advertising: A Study of Nigeria's Nation Newspaper and Newswatch Magazine
Author: Robert, Esther
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,News Reporting,Advertising,Language Usage,Periodicals,Persuasive Discourse,Purchasing,Language Styles,Punctuation,Layout (Publications),Figurative Language,Color,Pictorial Stimuli,English (Second Language),Language Variation,Second Language Learning

This paper focuses on a critical analysis of the language of advertisement in selected newspapers and magazines; from the aspect of graphology and lexis of &quot;The Nation Newspaper&quot; and &quot;Newswatch Magazine&quot; respectively. This work is based on the framework of stylistics. Through this study, it is discovered that the language of advertisement is persuasive, informative and it serves as a reminder to the consumer to patronize the products. The study also reveals that both linguistic and non-linguistic features are usually employed to drive and compel consumers to purchase goods whether good or bad. The linguistic forms include the manner and style of composition of texts, lexical choices, use of figurative expression, use of simple diction, use of proper names and emotive expressions etc. The non linguistic forms are the graphitic and graphological features which are put into significant use to rouse the emotions and further catch the attention of the readers/customers; examples include the special use of punctuations, colours, pictorial images and figures. These features help to extensively create effect of the message conveyed in the eyes and minds of the reader. The language features in advertising in the &quot;Nation Newspaper&quot; and &quot;Newswatch&quot; magazines qualifies for a unique variety of the English language.
Blended Learning Approach Using Moodle and Student's Achievement at Sultan Qaboos University in Oman
Author: Al-Ani, Wajeha Thabit
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Academic Achievement,Integrated Learning Systems,Correlation,Student Motivation,Cooperation,Interpersonal Communication,Student Attitudes,Questionnaires,Gender Differences,Statistical Significance,Barriers,College Students,Demography,Statistical Analysis,Predictor Variables,Foreign Countries,Likert Scales

This study attempts to identify factors behind the usage of a blended learning approach that could have an effect on students' achievement, motivation, collaboration and communication as perceived by students. It also aims to analyze obstacles faced by students in using Moodle in blended learning. A sample of 283-students from all colleges at Sultan Qaboos University was randomly selected. A questionnaire of 45 items is developed to collect data. The results reveal that using Moodle in blended learning has an average level of effectiveness related to students' motivation with a mean of 3.216 and mean of 3.164 for students' achievements, and mean of 3.199 is related to students' collaborations and communication. The results showed there is no statistical significant difference among student perceptions related to gender and college type. The results also revealed that the highest obstacles facing students related to frequent disturbance in computer devices with mean 3.090. Based on the result of the study, many recommendations have been developed.
The Effects of Automated Prompting and Self-Monitoring on Homework Completion for a Student with Attention Deficit Hyperactivity Disorder
Author: Blicha, Amy
Date: 2013-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Prompting,Self Management,Homework,Intervention,Program Effectiveness,Elementary School Students,Assistive Technology,Drug Therapy,Academic Achievement,Grades (Scholastic),Parent Role,Action Research,Behavioral Science Research,Observation,Training,Check Lists,Social Media

This study examined the effects of an intervention consisting of automated prompting and self-monitoring on the level of independent homework task completion for an elementary-age student with attention deficit hyperactivity disorder (ADHD). Instituting a single subject, within series ABAB design, the results showed a consistent increase and stability in homework task completion following the introduction of a vibrating alarm wristwatch and a self-monitoring homework routine checklist. Stable homework performance continued through the 5-month follow-up, as well as following a termination and change in medications which occurred during month two and three of the follow-up phase. Additionally, academic performance as measured by mathematics and language arts school term grades showed improvement. Results are discussed in light of parents as active co-problem-solvers, the role of applied behavioral action research, and the efficacy of self-management with students with ADHD.
The Combination Design of Enabling Technologies in Group Learning: New Study Support Service for Visually Impaired University Students
Author: Tangsri, Chatcai
Date: 2013-00-00
Type: Journal Articles
Subjects: Visual Impairments,College Students,Assistive Technology,Technology Uses in Education,Interviews,Foreign Countries,Barriers,Student Needs,Majors (Students),Telecommunications,Computer Mediated Communication,Electronic Mail,Student Personnel Services,Student Experience,Problem Solving

This article aims to show how the process of new service technology-based development improves the current study support service for visually impaired university students. Numerous studies have contributed to improving assisted aid technology such as screen readers, the development and the use of audiobooks, and technology that supports individual learning by the visually impaired. Before conducting research on how the existing technologies could enhance today's study support service, a lead user was identified from among the visually impaired university students that were involved in the new service development process. Telephone interview analysis was used for primary data collection from 49 sampled students while interviews, discussions, and brain storming were used for the primary data collection in the idea generation process and the new service functionality synthesis between the lead user and researcher. The findings from this study make several contributions to the area of service development using the lead user technique. The lead user provided an idea that is claimed to be a useful service solution. It was demonstrated that a group learning technology-based service can work as a new service for visually impaired university students. The findings are also original in that the new service with the capacity for knowledge access and transfer using telephony technology will be the first new service that shifts their individual learning to a group or community that includes instructor participation.
Work of the Hand through the Curriculum and across the Planes of Development: A Compilation of Creative Ideas
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Creative Activities,Handicrafts,Elementary School Students,Young Children,Early Adolescents,Student Projects

This article and the one that follows, &quot;Quilt-Making in the Elementary Class&quot; (EJ1077043), emerge from Mountain Laurel Montessori School and provide examples of the intrinsic links between the hand and academic lessons. This article features a compilation of artful recipes for young children (Soap Sculpting Clay, Easy Flour Paste, Face Paint, Homemade Sidewalk Chalk, and Great Fun Dough), craft activities (Sponge/Potato Printing, Felt Bead Necklace, Multi-Medium Collage, and Coffee Filter Flowers), as well as primary sewing activities (Preliminary Sewing Lessons, Greeting Card Lacing--for youngest children, Plastic Canvas Decorations--for older children, and Felt Pouches). Elementary activities such as Work Pouches, Prepositional Phrases, Pyramid with Name Research, Bilateral Symmetry and Names of Triangles, and Paper Quilts from Timeline of Life are also described. The article concludes with examples of adolescent projects (Timeline of Humanities Projects, Tree--World Religions Humanities Project, and Inventions--Simple Machines Occupation Project). [This article was written by the Teachers and Students of Mountain Laurel Montessori School.]
The Work of the Hand
Author: Ludick, Pat
Date: 2013-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Elementary Education,Human Body,Creativity,Handicrafts,Learning Strategies,Art Activities,Aesthetics,Adolescents,Children,Self Expression,Teaching Methods

Recognizing Maria and Mario Montessori's reverence for the hand, Pat Ludick takes the reader into the wonder of the human body, mind, and spirit and across the planes of education, into the making of a whole personality and grounded intelligence that is ready for the adult world. Putting the hand front and center, she lyrically evolves an overview that builds a fascination with the capacity of the hand to represent what Frank Wilson calls a &quot;central position in human life.&quot; Looking at the elementary years, Pat characterizes the history of human products as keys to the history of human creativity, inventions, and constructiveness. Throughout history, whenever humans used their hands to make crafts and learn they also created choices and artistic expressions that awaken sensitivity to the aesthetics of the world. The adolescent's orientation to the land and to work in nature also challenges the hand to manual work as well as personal artistic expression. The work of the hand at the Children's House completes the presentation of the three planes of education as Ms. Ludick alludes to the role of the hand for practical life, sensorial, math, and language.
Everything I Know about Teaching I Learned from Jazz
Author: Luquet, Wade
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Music,Figurative Language,Learning Processes,Creativity,Student Interests,Self Efficacy,Cooperative Learning,Constructivism (Learning),Emotional Response,Audience Awareness,Models,Metacognition,Risk,Learning Experience,Learner Engagement,Instructional Effectiveness

The instant availability of information has changed the paradigm of teaching. Whereas at one time teaching and learning was information being passed, memorized, and repeated, students can now find their own knowledge. Learning now consists of using information in creative ways and requires a shift in how students are taught. This is quite similar to what occurred in music over a hundred years ago when jazz was introduced to the culture. Music moved from musicians playing what the composer wrote, to creating their own music within a structure. This shift is an apt metaphor for the changes being felt in twenty-first century teaching and learning. The processes of learning and creating jazz provide a way to illustrate new teaching methods that allow students to discover new knowledge through their own creative interests and to develop self-efficacy with the material.
Collaborative Professional Development in Higher Education: Developing Knowledge of Technology Enhanced Teaching
Author: Jaipal-Jamani, Kamini
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,Teaching Methods,Teacher Educators,Faculty Development,Pedagogical Content Knowledge,Technological Literacy,Teacher Workshops,Teacher Surveys,Experiential Learning,Technology Education,Instructional Innovation,Cooperative Learning,Foreign Countries

This paper describes a professional development initiative for teacher educators, called the &quot;Digital Pedagogies Collaboration,&quot; in which the goal was to build faculty knowledge about technology enhanced teaching (TPACK knowledge), develop a collaborative learning and research community of faculty members around technology enhanced teaching, and provide opportunities for faculty to serve as future workshop facilitators and mentors for other faculty and students. Using a design-based research approach, data sources included workshop evaluation surveys, photographs of workshops in progress, researcher field notes, and narrative case reports constructed by faculty members actively involved in the collaborative research. Findings indicated that the &quot;Digital Pedagogies Collaboration&quot; was effective because it was: 1) based on faculty members' expressed instructional needs, 2) used a TPACK-based professional learning workshop model that translated TPACK principles into practical classroom application, and 3) uniquely included a research collaboration that provided self-study reflection on participants' changing teaching practices.
The T(ea) Test: Scripted Stories Increase Statistical Method Selection Skills
Author: Hackathorn, Jana
Date: 2015-00-00
Type: Journal Articles
Subjects: Humor,Statistical Analysis,Statistics,Teaching Methods,College Students,College Faculty,Public Colleges,Story Telling

To teach statistics, teachers must attempt to overcome pedagogical obstacles, such as dread, anxiety, and boredom. There are many options available to teachers that facilitate a pedagogically conducive environment in the classroom. The current study examined the effectiveness of incorporating scripted stories and humor into statistical method selection skills. Over two semesters, students were taught various concepts either through traditional lecture, humor, or through the use of scripted fictional stories. The overall results indicate selection skills were higher for statistical concepts that were taught using stories. This suggests that statistics instructors should consider using scripted stories to improve students' ability to select the appropriate statistical technique for a given situation.
The Best of Both Worlds: Exploring Cross-Collaborative Community Engagement
Author: Hunt, Kathleen P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Food,Food Standards,Teacher Collaboration,School Community Programs,Web 2.0 Technologies,Web Sites,Team Teaching,Service Learning,Cooperative Planning,Program Implementation,Program Evaluation,Interdisciplinary Approach,Best Practices,Barriers,Undergraduate Students,Student Journals,Participant Satisfaction,Course Evaluation,Transcripts (Written Records),Content Analysis,Lesson Plans

Lauded as a rewarding pedagogical approach, community-engagement can be time-consuming, resource-intensive, and difficult for instructors to manage for effective student learning outcomes. Collaborative teaching can allow instructors working in the same classroom to draw from each others' expertise and share resources. In this essay, we propose a fruitful approach that brings the benefits of collaborative teaching to community-engagement. Two instructors collaborated to facilitate a community-engaged food justice blog, demonstrating the benefits of combining these modalities. In this essay, we review relevant literature on collaborative teaching and community-engagement, presenting cross-collaborative community engagement as an innovative model for collaboration between instructors in separate courses, allowing instructors to maintain autonomy while working together toward engaged learning.
Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching
Author: Welch, Anita G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Expectation,Teacher Characteristics,Personality Traits,Web Based Instruction,Online Courses,Student Surveys,Teacher Surveys,Likert Scales,Student Evaluation of Teacher Performance,Expertise,Teaching Methods,Technology Uses in Education,Community Colleges,Statistical Analysis

This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face classrooms (e.g., Combs, 1999; Feldman, 1984, 1989), the same cannot be said for the identification and assessment of teaching dispositions in the online classroom. Over a hundred online instructors, who were identified as trained and qualified in online instruction, completed the Virtual Teaching Disposition Scale (VTDS). In addition, over five hundred students responded to a survey asking them to identify instructor characteristics important to their academic success. Results are discussed in terms of student expectations and faculty dispositions, focusing on items relating to faculty expertise, pedagogy, and effective use of technology. Knowledge of these factors may lead to better understanding by instructors of the factors, not related to their specific content, that genuinely influence their students success.
Caring in Teaching: A Complicated Relationship
Author: Barrow, Margaret
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Teacher Student Relationship,Caring,Student Needs,Ethics,Vignettes,Interpersonal Relationship,Educational Practices,Learning Experience,College Faculty

This article addresses how developing caring relations with students at a community college effectively supports students' needs and ultimately success. At the same time, I discuss my own personal dilemmas while creating relationships that focus on students' needs. I use Nel Noddings' ethic of care theory to discuss how her ideas and the idea of others have challenged me to think about and develop an ethic of care enriched by my own teaching and interactions with my students. In this paper, I use three vignettes to illustrate: the profound difference caring can have on one student; sometimes one's caring will lead a student to remove herself from academe; and the power of caring in terms of community. I conclude cautiously, knowing that the demands involved in developing caring relations is complicated by the needs of many: the students', my own and the institutions'.
CSI: An Engaging Online Classroom Introduction Activity
Author: Stephens, Geralyn E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Class Activities,Student Adjustment,Instructional Design,Distance Education,Learner Engagement,Student Participation,Curriculum Development,Questioning Techniques,Group Discussion,Educational Practices,Teaching Methods,Introductory Courses,College Programs

All course activities should be aimed at moving students towards the learning outcomes, including class introductions. This article provides detailed instructions for implementing an online Class Session Introductions (CSI) activity that immediately engages students with their peers, the content and the instructor. The activity may be useful to instructors when creating sub-groups or peer teams and differentiating learning activities in future course activities and assignments. Additionally, the article focuses on how the CSI activity might be used to assess students' prior content knowledge, align students' expectations with course outcomes and identify students' learning styles and dominate intelligence; all of which can be used to enhance the e-learning experience for students. Examples and illustrations are also included.
Assessment Matters: Enriching Design Education through Online Peer Critique
Author: Lawrence, Jody
Date: 2015-00-00
Type: Journal Articles
Subjects: Internet,Evaluation Methods,Peer Evaluation,Design,Program Implementation,Online Surveys,Student Surveys

The Internet has enabled us to expand how and where we learn, and in many cases, when. In an era where the classroom has aggrandized beyond four walls, implementing online assessment strategies has never been easier. Online technology has endorsed exciting shifts in pedagogical practice for design education, generating unique opportunities to connect students with one another to critique and assess the development of their work. This paper presents three ways in which the authors have implemented the use of online peer assessment to enrich their design courses and discusses how these activities enhance the learning experience.