ethanporcaro/eric-fulltext-meta huggingface dataset:
Exporting the &quot;Violence of Literacy&quot;: Education According to UNESCO and the World Bank
Author: Hurlbert, Claude
Date: 2006-00-00
Type: Journal Articles
Subjects: Literacy,Violence,International Organizations,Literacy Education,Developing Nations,Foreign Countries,Educational Policy

In her groundbreaking book, &quot;The Violence of Literacy&quot;, the relevance of which has not diminished in the twelve years since its publication, J. Elspeth Stuckey argues that despite the best intentions of teachers, literacy is largely a tool of oppression rather than liberation. Learning to write, Stuckey argues, does too little to guarantee economic success for students of color other than white. Literacy is a promise in default--a default whose result points to the violence at the heart of economic and social arrangements. As Stuckey explains, &quot;Literacy, like communication, is a matter of access, a matter of opportunity, a matter of economic security--a total matter. The violence of literacy is the violence of the milieu it comes from, promises, recapitulates. It is attached inextricably to the world of food, shelter, and human equality. When literacy harbors violence, the society harbors violence&quot; (94). In writing the article the author's hope to convince literacy educators to rededicate themselves to paying attention to the promises being made on their behalf: including what these promises are, how they are defaulted on, and what the terrible consequences of these defaults mean. In this article the author's argue that literacy educators need to give careful consideration to how the United Nations is committing, through the work of its Specialized Agencies, UNESCO and The World Bank, violence on a global scale. In the case of the World Bank, its eradicate illiteracy policies exclusively promote business literacy while attacking diversity of thought and expression, academic freedom, and teacher knowledge and security. The curricula it disseminates abroad do not value local knowledge, expertise, culture or discursive forms. And its commitment to eliminating teachers' unions and traditional protections for teachers, such as tenure, is a threat to the forms of academic freedom that make education possible. Citizens of the United States bear unique responsibility. Yet in many conversations with literacy educators from around the country the author's find that the profession, while caring and concerned, still, as a whole, needs to develop its understanding of the history and tragic effects of this problem. In this article, the authors try to address this problem with information, suggest some positions and actions that might be taken, and offer hope that indeed things can change.
Educating Young People in Multicultural Educational Environment of Higher Education Institution
Author: Yusupova, Gulnaz F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,Multicultural Education,Educational Environment,Student Diversity,Intercultural Communication,International Relations

The issue is relevant today because there is the formation of culture of international relations between students in a multicultural educational environment. The article is aimed at multicultural education, which can minimize culture shock, increase and diversify the experience of cross-cultural communication between countries and peoples who are actively cooperating in all spheres of life. A leading approach to the study of this problem is a systematic approach which allows you to identify, justify and group theoretical and practical prerequisites of the formation of cultural and interethnic relations between students in a multicultural educational environment of higher education institution. The research has shown that familiarizing with the cultural heritage, the student learns the experience of many generations, and perhaps, of the whole mankind. The article records may be useful for experts in improving the quality of intercultural communication.
Evolution of Communicative Competence in Adolescents Growing up in Orphanages
Author: Ribakova, Laysan A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Residential Institutions,Institutionalized Persons,Adolescents,Communicative Competence (Languages),Questionnaires

The article describes features of the communicative competence evolution in adolescents growing up in orphanages. The specificity is revealed and definition is given to key concept of the research, namely &quot;communicative competence&quot;. Authors emphasize and demonstrate the evaluation peculiarities of the adolescents, growing up in orphanages. The paper deals with the evolution forms and methods of communicative competence in adolescents, growing up in orphanages. Additionally, the article presents the results of experimental work on the evolution of communicative competence in such adolescents. The study proved the effectiveness of the &quot;Effective Communication&quot; program on the evolution of communicative competence in adolescents growing up in orphanages.
Program of Adaptation Assistance in Foster Families and Particular Features of Its Implementation
Author: Zakirova, Venera G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foster Care,Parenting Skills,Pilot Projects,Intervention,Adoption,Barriers,Questionnaires,Interviews,Observation,Parent Child Relationship,Family Programs,Program Implementation,Program Effectiveness,Program Evaluation,Caseworker Approach,Case Method (Teaching Technique),Child Rearing,College Programs,Foreign Countries

Relevance of the problem stated in the article, conditioned by the fact that the successful adaptation of orphans in a foster family requires specialized knowledge and skills, as well as the need of professional support. Therefore, this article aims at substantiation of the effectiveness of the developed pilot program psycho-pedagogical support of adaptation of orphans in a foster family. The leading method of this problem's study is the experimental method aimed to identify the problems of the adopted children and to test the program of professional support of their adaptation. The authors present the program of the orphans' adaptation support, which includes diagnostic, projective, correctional, rehabilitative, recovery and consulting parts. This program is aimed both at providing psychological and educational assistance to adopted children and foster parents, and the achievement of successful adaptation of orphans to new conditions in a foster family.
The Formation of Professional Readiness of a Social Teacher to Organization of Children's Leisure Time Activities
Author: Sadovaya, Victoriya V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Leisure Time,Extracurricular Activities,Social Studies,Career Readiness,Secondary School Curriculum,Preservice Teacher Education,Social Work,Professional Education,Pedagogical Content Knowledge,Competency Based Teacher Education,Teacher Competency Testing,Questionnaires,Supervisory Methods,Content Analysis,Foreign Countries

Thematic justification of the study is conditioned by the fact that in contemporary system of higher professional pedagogical education we can see serious drawbacks in training the future teachers for the methods of organizing leisure time activities and interacting with children. Therefore, this article studies the problem of future social teachers being professionally ready to organize children's leisure activities. Personal-activity and individual-creativity approaches were the leading in our research. As a result we have revealed the essence and content of social teacher's professional activity, components of its professional readiness to organize the leisure activities of children and adolescents. We have shown technological and substantive aspects of professional training of future social workers such competence in the educational process of pedagogical high school. The material given here is of practical significance for specialists in the organization of children's leisure; for a system of higher education in organizing the special courses of future teachers training.
Hands-On Crops! How Long-Term Activities Improve Students' Knowledge of Crop Species. A Pretest-Posttest Study of the Greenhouse Project
Author: Fritsch, Eva-Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Questionnaires,Knowledge Level,Agricultural Production,Student Surveys,Pretests Posttests,Gender Differences,Student Attitudes,Experiential Learning,Climate,Horticulture,Statistical Analysis,Self Evaluation (Individuals)

In terms of sustainability, renewable resources, nourishment and healthy diet, crops are important to the public. Thus, knowledge of crops is needed in order to enable people to participate in public discussions and take responsibility. This is in contrast to former surveys showing that students' knowledge of and interest in plants in general, crop plants and agricultural issues is moderate to little. At the same time, approaches to improving knowledge and interest in school are missing. We initiated and established the Greenhouse Project (GHP) where secondary school students (grades 5-13) get to know crops through cultivating from seed to seed. To investigate whether or not original contact with a variety of staple crops and hands-on activities positively affect students' knowledge, students of two German secondary schools were asked via questionnaires before and after the treatment. Our study was conducted in the cities of Mainz and Wiesbaden which are situated in the German Federal states of Rhineland-Palatinate and Hesse, respectively. In total, 74 students in 6/7th and 11/12th grades took part in this pretest-posttest survey; three additional 6/7th and 11/12th grade classes (i.e. 48 students) were used as control classes, and had no contact with the GHP during this time. We demonstrated that the treatment has positive effects on students' knowledge, and that girls performed better than did boys. Therefore, knowledge of crop plant species, as well as morphological knowledge, improved. A higher level of knowledge cannot only be observed objectively via test scores, but also subjectively via the students' self-assessment of knowledge. In contrast, the students' opinions about and attitudes towards agriculture and crops decreased in the posttest, both in the treatment and control classes.
Nontraditional Honors
Author: Kinghorn, Janice Rye
Date: 2013-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Honors Curriculum,Student Characteristics,Student Role,Educational Experience,Psychological Characteristics,Barriers,Individual Characteristics,Institutional Characteristics,College Programs

While honors programs and colleges often proclaim the importance of recruiting and retaining a diverse group of high-ability students, many are still exclusionary and predicated on assumptions about the student body that are no longer valid. The structure and programming of honors can thus prohibit the full participation of nontraditional students and compound the personal and psychological barriers that keep many talented, high-achieving nontraditional students from pursuing honors. Yet the diverse voices that nontraditional students provide can add a fuller range of perspectives to the programs and especially to the discussion-based honors courses. Furthermore, nontraditional students are crucial to the future health of honors; with the seismic shift in student demographics, honors programs ignore nontraditional students at their own peril. This article discusses the important impact that nontraditional students bring to honors programs.
Assessing Success in Honors: Getting beyond Graduation Rates
Author: Kelly, Sean K.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduation Rate,Success,Program Effectiveness,Program Evaluation,Outcome Measures,Admission (School),Curriculum Design,Educational Quality,Benchmarking,Honors Curriculum,College Programs

An honors curriculum with realistic graduation requirements should have a respectable graduation rate. This number, when low, can indicate significant problems in the program. But a high graduation rate does not necessarily indicate success. A quality honors program, especially one that remains attentive to students' ability to thrive, might have better measures available for judging impact and effectiveness. The following topics are discussed for measuring success within an honors program: (1) Admission; (2) Curriculum; and (3) Assessment.
Factors Influencing Honors College Recruitment, Persistence, and Satisfaction at an Upper-Midwest Land Grant University
Author: Nichols, Timothy J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Land Grant Universities,Student Recruitment,Academic Persistence,Performance Factors,Enrollment Influences,Honors Curriculum,Student Experience,Student Educational Objectives,Online Surveys,Participant Satisfaction,Student Characteristics,Achievement Need,Barriers,Student Attitudes,Student Surveys

Student success and the &quot;completion agenda&quot; are important issues in higher education today (Complete College America). For honors programs and colleges, understanding and advancing these issues requires data-driven approaches tailored to the unique honors student population and broader institutional contexts. Honors faculty and administrators hoping to succeed in their recruitment, retention, and graduation efforts need an accurate understanding of why students decide to enroll and persist as well as their satisfaction with honors experiences. The research presented in this article provides particular insight into the student experience at South Dakota State University (SDSU) but may also be instructive to a broader audience of honors professionals seeking to enhance their programs' impact and their students' success.
Iranian EFL Students' Writing Strategies for Error Correction: An MI Approach
Author: Ansari, Dariush Nejad
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Strategies,Writing (Composition),College Students,Correlation,Revision (Written Composition),Multiple Intelligences,Questionnaires,Scoring Rubrics,Quasiexperimental Design,Pretesting

This study tries to shed some light on the Iranian EFL students' writing strategies at the revision stage of the process of writing in relation to students' interpersonal or intrapersonal intelligences. A total of 73 students majoring in English participated in this investigation. The results indicated that there was a significant relationship between the participants' writing revision strategies and their dominant MI profiles. An analysis of covariance also indicated that the type of revision did not have any significant effect on the participants' writing achievement.
Meeting the Aims of Honors in the Online Environment
Author: Johnson, Melissa L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Honors Curriculum,College Faculty,Teacher Attitudes,Online Courses,Web Based Instruction,Electronic Learning,Educational Objectives,Hermeneutics,Phenomenology,Interviews,Reflective Teaching,Program Implementation,Interpersonal Communication,Computer Mediated Communication,Teacher Role,Research Methodology,Qualitative Research

While little data-based research is available on the use of technology in the honors classroom, data on the nature of online honors courses are even rarer. In undergraduate education generally, enrollment in online courses has been increasing annually, outpacing enrollment in traditional, face-to-face environments. During fall 2011, more than 6.7 million students took at least one online course, an increase of 570,000 students since the previous year (Allen &amp; Seaman). However, negative views about online learning in honors have been noted recently by Doherty in 2010 and Gresham et al. in 2012. Many in the honors community believe that online learning is tied to for-profit education even though Allen and Seaman note that, even in 2002, more than 90% of public institutions were offering online courses, if not fully online programs. Nevertheless, honors faculty and administrators believe that the aims of honors education cannot be met in an online environment. The purpose of this study was to determine how online courses might meet the aims of undergraduate honors education from the perspective of the instructors teaching them. It followed a hermeneutic phenomenological approach (van Manen) with a focus on the &quot;historical meanings of experience and their developmental and cumulative effects on individual and social levels&quot; (Laverty 15).The data collection methods included a series of interactive interviews in which the researcher allowed the participants to share openly their experience of the phenomenon (Moustakas). The historical meaning behind the phenomenon was highlighted throughout the interviews. A focus on the writing, reflecting, thinking, and rewriting, followed by re-reflecting, and re-thinking (van Manen), followed in the hermeneutical tradition.
English Language Learning Strategy Use by Chinese Senior High School Students
Author: Zhou, Yaping
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Learning Strategies,Measures (Individuals),Questionnaires,Gender Differences,Grades (Scholastic),High School Students,Likert Scales

Language learning strategies are important factors that affect students' learning. In China, senior high school is an important stage in a person's education. This study examines the English language learning strategy use by Chinese senior high school students by means of the Strategy Inventory for Language Learning. The findings reveal that Chinese senior high school students use compensation strategies most frequently; that significant differences exist between male students and female students with female students using strategies more frequently than males; and that differences also exist in the strategy use among the three grades. The reasons for these differences in strategy use by Chinese senior high school students are discussed and implications for the future language learning strategy training and English teaching are put forward.
The Effect of Error Correction vs. Error Detection on Iranian Pre-Intermediate EFL Learners' Writing Achievement
Author: Abedi, Razie
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Writing Achievement,Error Correction,Error Analysis (Language),Feedback (Response),Comparative Analysis,Students,Pretests Posttests,Language Tests,Check Lists

This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners were randomly divided into two groups: the first one was Direct Feedback Group, receiving feedback on their writing through error correction (DFG) and the other one was Indirect Feedback Group (IFG), receiving feedback in their writing through error detection along with the codes. The learners were taking English classes in a private English center and were supposed to self-correct and hand in their writings when received indirect error feedback. The results suggested that error detection along with the codes led to better improvement in the learners' writing than the error correction treatment.
Undocumented in Honors
Author: Aramburo, Kimberly
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Undocumented Immigrants,Student Characteristics,Disadvantaged,High Achievement,Youth Opportunities,Change Strategies,Student Experience,Cultural Relevance,Barriers,College Students

During her time at the Kellogg Honors College at Cal Poly Pomona, Suketu Bhavsar has encountered several high-achieving students who, after coming to trust her, have revealed themselves to her as undocumented. These students came to the United States as children through non-legal channels, generally brought by their families, who were searching for opportunities or for escape from dangerous, oppressive situations in their home countries. These students have recently become known as &quot;Dreamers,&quot; after the Dream Acts being debated in the highest levels of government in the United States. Often first-generation college students, they are usually economically disadvantaged. This article explains how honors programs and directors can assist these motivated, talented students. The first important step is simply to recognize their background and the unique challenges they face because they do not have a legal identity. While traditional honors students have personal challenges, they are not generally ones that include the level of vulnerability and uncertainty faced by undocumented honors students. Seven ways honors directors can make the hard lives of undocumented students a little easier and broaden their opportunities both in and after their participation in honors programs are offered.
Investigating Effects of Task Structure on EFL Learner's Oral Performance
Author: Rahimpour, Massoud
Date: 2010-12-00
Type: Journal Articles
Subjects: Oral English,Oral Language,English (Second Language),Accuracy,Language Fluency,Difficulty Level,Communicative Competence (Languages),Task Analysis,Statistical Analysis,Text Structure,Story Grammar,Language Tests,Teaching Methods,Instructional Effectiveness,Foreign Countries

It is argued that tasks with different structures yield different performances in terms of accuracy, fluency and complexity. The present study is thus an attempt to investigate the impact of task structure on second language task performance. Thirty two upper-intermediate Iranian learners of English performed two narrative tasks (Structured vs. Unstructured) based on cartoon scripts. The performances, then, were recorded, transcribed and coded to measure the accuracy, fluency and complexity of the participants' performances. Next, the paired samples t-test was employed to analyze the collected data. The results of the statistical analysis revealed that task structure had no effect on the accuracy, fluency and complexity of performance. Findings have pedagogical implications in the area of syllabus design.
Re-Composing Space: Composition's Rhetorical Geography
Author: Binkley, Roberta
Date: 2006-00-00
Type: Journal Articles
Subjects: Rhetorical Theory,Postmodernism,Human Geography,Rhetoric,Writing (Composition),Epistemology

In the spaces where the teaching of first-year writing occurs in the North American university and community college, Composition Studies is still a relatively young discipline, and remains focused on process, thesis sentence, argument, and propositional, and linear logic as primary goals. The rhetorical practices that underlie the discipline of composition studies as well as the &quot;Western&quot; tradition of the humanities are those primarily defined by Aristotle. While Aristotelian theory provides powerful conceptual tools and vocabulary, scholars such as Enos (Rirchard), Glenn, Jarratt, Neel, Swearingen, and others have well documented its limitations, frequently offering the sophistic tradition as an alternative. In this paper, the authors explore the limitations and implications for composition imposed by this historicist concept of the origins of rhetorical theory, one that locates the &quot;birth&quot; in ancient Athens. Using a Postmodern/Poststructural critique rooted in human geography, the authors wish to expose the simultaneous influence of time and space, the foundation of human geography, on the structures of rhetoric. Looking at the putative &quot;birth&quot; of rhetoric in the specific geographic spatio-temporal context of ancient Greece allows the authors to compare and display similarities between ancient Greece and the rhetorical spaces of today, specifically writing classrooms and campuses.