ethanporcaro/eric-fulltext-meta huggingface dataset:
Ambiguity in Arabic Negative Polar Questions
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabic,Intonation,Questioning Techniques,Pragmatics,Sociolinguistics,Semantics,Speech Acts,College Students,Foreign Countries

Negative yes-no (polar) questions in Colloquial Arabic (CA) are formed by intonation without adding yes-no question particles, in which case, a statement is uttered with a rising intonation, whether this polar question is negative or affirmative. This case is more common in CA than written MSA. Sometimes, the same negative polar question is uttered with different intonations, giving different meanings. This article investigates the multiple meanings of negative polar questions in Hijazi Arabic (HA), the kinds of ambiguities resulting from using different rising intonations, and how negative polar questions are answered. A sample of negative polar questions in HA was collected. Each was uttered with different rising intonations by a sample of students enrolled in a Semantics and Pragmatics course at the College of Languages and Translation and recordings of those were made. The student informants were asked about the meaning conveyed by each intonation of the same negative polar question. Results showed that [Arabic characters omitted] Didn't you buy a dress last week?&quot; is a negative polar question formed with a change in intonations. It is ambiguous and may render the following meanings: (i) a neutral question about whether she bought the dress or not, replying with the truth-value of the situation, or is replying to the polarity used in the question. The answer would be either &quot;Yes&quot; or &quot;no&quot;, or an echo answer: &quot;Yes I bought it&quot; or &quot;No I didn't buy it&quot;; (ii) a confirmation question to which the reply is &quot;yes&quot; only; (iii) a confirmation question to which the reply is &quot;no&quot; only; (iv) disapproval: &quot;Didn't you buy a dress last week? Why do you want to by another dress? (v) an exclamation: Wow! You have bought a new dress, although you bought one last week! What a surprise! The context makes it clear which meaning each intonation implies. Detailed results of the interpretation of a sample of ambiguous spoken negative polar questions are reported.
Translanguaging and Reading Comprehension of Filipino ESL Intermediate Learners
Author: Ocampo, Darrel
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Translation,Bilingualism,Reading Comprehension,English (Second Language),Second Language Learning,Preadolescents,Intermediate Grades,Reading Skills,Vocabulary,Inferences,Correlation,Language Usage,Multilingualism,Native Language,Language of Instruction

This study investigated the connection between translanguaging and reading comprehension of Filipino ESL intermediate learners. The respondents were intermediate pupils enrolled in the selected central schools in Bicol, Philippines. The respondents' ages range from 8 to 12 years old, and 124 students (27.55%) were males while 326 students (72.44%) were females. The descriptive-correlational method was used in the study. The descriptive method was used to describe the reading performance of the ESL intermediate learners and their translanguaging factors, while Pearson Product Moment Correlation was used to determine the relationship between the two variables. The primary instruments used were validated teacher-made reading comprehension test and translanguage factors survey questionnaire. Data disclosed that the general reading comprehension of the ESL intermediate learners along with vocabulary, drawing inferences, and getting the main idea, are very satisfactory. Meanwhile, the different translanguaging factors, along with personal, teacher, and social, were surveyed and identified in the study. The statistical test revealed that the reading comprehension of the respondents was significantly correlated with the identified translanguaging factors. Thus, it is recommended that teachers should promote group discussions and allow open interactions in the classroom. Teachers should allow the use of both the home language and English; employ translanguaging pedagogy in teaching reading; foster an understanding and acceptance of linguistic differences; promote multilingualism, and allow indigenous languages to be used in education to facilitate meaningful learning.
Grammatical Devices of Stance in Written Academic English
Author: Alghazo, Sharif
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Research Reports,Semantics,Academic Language,Applied Linguistics,Journal Articles,English for Academic Purposes,Writing for Publication,Phrase Structure,Writing Skills,Documentation,Cross Cultural Studies,Computational Linguistics,Second Language Learning

Stance is a feature of academic writing that refers to how writers interact and engage with their readers by means of linguistic devices. This study focuses on the grammatical devices--and semantic distinctions thereof--that are employed by academic writers of English to express stance in research article abstracts in the areas of applied linguistics (AL) and literature (L). To this end, a corpus of 120 research article abstracts (60 in the area of AL and another 60 in that of L) was built and analysed using SPSS and following Biber et al.'s (1999) framework of grammatical devices of stance. The abstracts were extracted from high-quality journals in the respective areas: &quot;Applied Linguistics&quot; and &quot;English: Journal of the English Association.&quot; Both are ISI journals and published by Oxford Academic Publishing. A mixed-method approach, applying quantitative and qualitative measures, was adopted to answer the two questions: How is stance grammatically expressed in AL research article abstracts and L research article abstracts, and How is the expression of stance in AL research article abstracts similar to/different from that in L ones? The findings are construed in light of theories of academic discourse and English for Academic Purposes (EAP). The results reveal that there are important similarities and differences in the extent to which and the means through which stance is expressed in AL research article abstracts and L research article abstracts. In particular, the findings show that both AL and L abstracts were similar in the most frequently used stance marker which is the stance complement clause. However, they were different in the frequency of use of other devices. The study provides insights into the ways academic writers express stance in various fields which better our ability to write research article abstracts.
Enderun School: Identification and Education of Gifted and Talented Children
Author: Dereli, Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Talent Identification,Administrator Education,Educational History,Educational Practices,Human Resources,Student Characteristics,Physical Characteristics,Special Schools,Program Descriptions,Gifted Education

Enderun School was a palace educational institution designed for the training of administrative and military staff in the Ottomans. The Enderun School had an important role in the success of the Ottoman Empire. Enderun, a school where especially civil and military administrators were trained, was established to create the necessary manpower resource for the Ottoman central and provincial bureaucracy. Enderun formed the basic education unit where students were taught and raised through the official Ottoman ideology or mentality. In addition, it had an important role in the determination of administrative and political goals and the functioning of the main institutions of the state. Enderun School was an educational institution that served the Ottoman Empire for centuries. The basis of Enderun's success was the process and quality of the education given to the students admitted here, as well as selecting the talents that were needed and with the necessary virtues from a wide candidate base at various levels and stages. When Ottoman educational institutions are examined in terms of educational function, Enderun School is seen as the most critical educational institution for the state tradition as Enderun Schools was mainly constructed for the training of Ottoman senior managers. Enderun School was the most organized and the most developed among the palace schools of the Ottoman period. It had many organizations and regulations of its own. The administrators of this school were people who were directly related to the Sultan. Enderun School had an important role in the history of the education of gifted children, as it selected and educated children with gifted intelligence and qualifications. It is believed that understanding and familiarizing oneself with the educational practices applied in the past can have a positive impact on the education of gifted children today. With this study, the Enderun School will be examined in detail, based on the work -&quot;Târih-i Atâ&quot;- of Tayyarzade Ata, who was one of the most important sources of the Ottoman period and was also a student of the Enderun School.
Needs Assessment Report Adopting a Mixed-Method Design: Chinese Postgraduates&apos; Impressions of Critical Thinking Approach in Research Method Course
Author: Wei, Li-Wei
Date: 2023-00-00
Type: Journal Articles
Subjects: Needs Assessment,Mixed Methods Research,Research Methodology,Graduate Students,Foreign Countries,Critical Thinking,Masters Programs,Theses,Research Skills,International Education,Measures (Individuals),Self Evaluation (Individuals),Logical Thinking

In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework.
Supporting Teacher Development about Early Literacy in Children with Hearing Loss: An Action Research in Turkey
Author: Atlar, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Hearing Impairments,Deafness,Emergent Literacy,Reflective Teaching,Preschool Teachers,Inservice Teacher Education,Participatory Research,Action Research,Lesson Plans,Program Implementation,Program Evaluation

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.
Different Pathways, Different Impacts: Examining How Alternative Certification Pathways Influence Student Achievement in Kentucky
Author: Butler, Aaron James
Date: 2018-08-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Alternative Teacher Certification,Outcomes of Education,Instructional Effectiveness,Educational Assessment,College Entrance Examinations,High School Students,Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Academic Achievement,Teacher Competencies,Comparative Analysis

Alternative teacher certification has emerged in the past two decades as one policy state leaders can leverage to recruit and prepare high-quality teachers to meet demands that are unique to their student populations. Indeed, in specific circumstances such as addressing teacher shortages, alternative teacher certification can be viewed as an important aspect of a state's overall human capital management strategy. While a growing body of research has emerged examining the impact of alternatively certified teachers on student achievement, few economists and policy scholars have substantially investigated the relative effectiveness of alternative certification pathways within a state licensure framework. This quantitative research study broadens the field's understanding of alternative certification by examining the impact of classroom teachers who received their certification from one of eight different alternative certification pathways available in the Commonwealth of Kentucky. Specifically, the study considers the impact these teachers have on high school student achievement in mathematics and reading as measured by the ACT. Using administrative data from the Kentucky Center for Education and Workforce Statistics (KCEWS) for academic year 2013-2014 and a propensity score matching method to estimate teacher effects, this study found both positive and negative effects of classroom teachers on student achievement in mathematics and reading. More importantly, the study discovered that these effects differed by the teachers' alternative certification pathway. Teachers who received their certification from an accredited university-based alternative teacher certification program generally outperformed other alternatively certified teachers in the Commonwealth. In fact, alternatively certified teachers trained through a university-based program were the only alternatively certified teachers to positively impact student achievement in both mathematics and reading when controlling for teacher experience. Taken together, findings from this study offer important implications for the ways in which the Commonwealth certifies alternative certification program providers, establishes expectations for program delivery, and evaluates programs during regular program accreditation cycles.
Developing and Measuring Interpersonal Communication in the Online Second Language (L2) Spanish Classroom
Author: Bachelor, Jeremy W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Spanish,Computer Mediated Communication,Interpersonal Communication,Synchronous Communication,Asynchronous Communication,Student Evaluation,Online Courses,Barriers,Communication Skills,Skill Development,Peer Relationship,Learning Management Systems,Intercultural Communication,Native Speakers,Community Colleges,Two Year College Students,Introductory Courses

This paper examines the use of technology in the development and assessment of interpersonal communication skills in an online second language (L2) Spanish classroom. The study explores the use of synchronous and asynchronous communication tools and strategies to promote interaction among learners, while also considering the challenges and limitations of assessing interpersonal communication skills in an online setting. The results of the study provide insights into effective evaluation methods for measuring the progress of L2 Spanish learners in the area of interpersonal communication.
Adolescent Behaviors and Experiences Survey--United States, January-June 2021. Morbidity and Mortality Weekly Report. Supplement. Volume 71, Number 3
Author: Casey, Christine G., Ed.
Date: 2022-04-01
Type: Collected Works - Serial
Subjects: Risk,Health Behavior,Smoking,High School Students,Substance Abuse,Racism,Mental Health,Suicide,COVID-19,Pandemics,Student Attitudes,Interpersonal Relationship,Student Behavior,Family Environment,Educational Environment,Drinking,National Surveys

The &quot;Morbidity and Mortality Weekly Report&quot; (&quot;MMWR&quot;) series of publications is published by the Center for Surveillance, Epidemiology, and Laboratory Services of the Centers for Disease Control and Prevention (CDC). Articles included in this supplement are: (1) Overview and Methodology of the Adolescent Behaviors and Experiences Survey--United States, January-June 2021; (2) Use of Tobacco Products, Alcohol, and Other Substances among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021; (3) Mental Health, Suicidality, and Connectedness among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021; (4) Perceived Racism and Demographic, Mental Health, and Behavioral Characteristics among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021; and (5) Disruptions to School and Home Life among High School Students during the COVID-19 Pandemic--Adolescent Behaviors and Experiences Survey, United States, January-June 2021.
Practice-Focused Collaboration: Getting Better Together, Efficiently
Author: Redding, Sam
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Teacher Collaboration,Cooperation,Educational Practices,Educational Improvement,Efficiency,Best Practices,Educational Indicators

In education, the details are the daily practices in every classroom and every office, what the teachers, leaders, and support staff do in their roles to pursue the school's goals. A school's goals express the collective desires for each of its students, what the students know, what they are able to do, how they behave, and how they manage their own learning. The ultimate goal in school improvement is for the people associated with the school to drive its continuous improvement for the sake of their children and students. They do this by sharpening their practice and honing each specific practice every day. While some need to solve their problems alone, a school is surrounded by other people which is an advantage, and theirs, if they adopt an effective process to assist each other in sharpening their practices. This is called a practice-focused collaboration. This report describes what is a practice-focused collaboration.
OLC Blended Learning Symposium, 2022 Report
Author: Means, Tawnya
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Blended Learning,Teaching Methods,Consortia,Conferences (Gatherings),Pandemics,COVID-19,Higher Education,Futures (of Society),Educational Change,Teacher Attitudes,Online Courses,Independent Study,Computer Assisted Instruction,Equal Education,Teacher Burnout,Barriers,Educational Administration,Instructional Design,Learning Readiness,Digital Literacy,College Faculty,College Students,Decision Making,Access to Education,Distance Education

The 2022 Online Learning Consortium (OLC) Blended Learning Symposium was a response to the events of the past decade, such as an absence of a concerted blended learning program, the pandemic, flagging student interest in higher education, technology's explosive development, and pressures to reconsider what constitutes a responsive and effective university. Primarily, however, the symposium chronicled in this report is future-oriented, illustrating that long-held educational value systems need reconsideration. This work is a metaphoric Rosetta Stone codifying ideas of the most forward-thinking and thoughtful educators in the blended learning space. Learning independently offline or online is no longer a viable concept. The report makes it clear that interaction among learning spaces and people is the new blended paradigm.
Relevance and Beyond: The Role of Socially Transformative Curriculum in Science and Mathematics Education. Equity by Design
Author: Morton, Crystal
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Science Education,Mathematics Education,Curriculum Design,African American Students,Student Experience,Transformative Learning,Social Differences,Social Change,Racism,Student Needs,Cultural Awareness

The curriculum design of educational programs is pivotal to the success of Black students in mathematics and science. It is essential to implement a curricular approach that values the experiences of Black students. In this &quot;Equity by Design&quot; brief, we will provide an overview and framework of/for socially transformative curriculum, and discuss how it can help to rehumanize the mathematics and science learning experiences of Black students.