ethanporcaro/eric-fulltext-meta huggingface dataset:
Multimedia Modular Approach for Augmenting the Speaking Skill of the Student-Teachers
Author: Jose, G. Rexlin
Date: 2012-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Oral Language,Second Language Learning,Second Language Instruction,Role,Speech Communication,Student Teachers,English (Second Language),Language Variation,Instructional Effectiveness,Pretests Posttests,Schools of Education,Teacher Education Programs,Teaching Methods,Intelligence Tests,Language Tests,Statistical Analysis,Control Groups,Experimental Groups,Foreign Countries

Language is the most important instrument for communication. It enables and facilitates both the speaker and the listener to exchange their thoughts and feelings. It is the basis for social, cultural, aesthetic, spiritual and economic development and growth of every human being. Unless the spoken language is free from errors and barriers, it can never be recognized and comprehended properly. Broadly speaking, the usage of contextual vocabulary, correct pronunciation, stress, intonation and other elements is essential for cultivating the speaking skill. Skill of speaking is very vital as it plays a pivotal role in each and every field, especially in education. This skill of speaking must be developed among the student community, particularly the student-teachers. Schools and colleges for years together follow various techniques and approaches in teaching English, but students in large number struggle to communicate in English as their of regional vernacular interrupts or throttles their flow of the alien language. Why is this problem? Who are responsible for it? How can it be rectified? What are the solutions to it? This research paper throws lights on these interrogations and finds answers for them. It also highlights the importance and effectiveness of multimedia in offering practice to develop the speaking skill of the student-teachers who are going to be the teachers in the future and carving their wards in developing this skill. The investigators have employed experimental method using Pre-test -- Post-test Equivalent Group Design. The selection of 70 student-teachers from one of the colleges of education of Kanyakumari District, Tamil Nadu, has served both the sample groups. They have used two tools namely S. Jalota's Test of Intelligence for College Education Adults (JTICEA) and ReWi's Achievement Test in English Language Skills (RATELS) for the experiment. The multimedia module consisted of 30 units was prepared. The collected data were analysed by employing t-tests for dependent and independent variable and ANCOVA. It proves that the Multimedia Modular Approach is statistically more effective than the traditional method in developing speaking skill.
Playing with Wolves: An Interview with C. J. Rogers
Date: 2010-00-00
Type: Journal Articles
Subjects: Interviews,Animals,Animal Behavior,Play,Emotional Response,Conflict Resolution,Evolution,Behavior,Behavioral Science Research,Imagination

Since 1992 C. J. Rogers has lived with wolves and studied their societies at Raised by Wolves, a licensed, nonprofit research sanctuary situated in a high valley of New Mexico's Zuni Mountains, not far from the Four Corners. Rogers, who has taught at Northeastern Illinois University and Western New Mexico University, holds doctorates in both psychology and behavioral ecology, and she applies her knowledge of both disciplines to interpreting the emotional dynamics of wolf packs in the habitats--the &quot;playgrounds&quot;--that she has constructed. Rogers describes herself both as a playmate and a sentry for the misunderstood animals she loves and protects. She observes wolves in literal harmony as they sing, and she carefully chronicles their inventiveness and mischief as they play. She also studies closely how conflict arises in and is managed by the packs and how grieving ends play in the complex social systems. In this wide-ranging interview, she offers a fresh interpretation of the role of play in the evolution of humans and wolves, including new views about how early humans learned from wolves.
The Impact of Text Difficulty on EFL Learners' Reading Comprehension and Vocabulary Learning
Author: Lin, Lu-Fang
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Difficulty Level,Questionnaires,Second Language Learning,Second Language Instruction,Vocabulary Development,Language Tests,Scores,Chinese,Native Language,English (Second Language),High School Students,Correlation,Linguistic Competence,Language Proficiency,Taxonomy,Linguistic Input,Linguistic Theory,Foreign Countries,Reading Programs,Statistical Analysis

This study investigated which level of graded reader was most appropriate for Chinese-speaking learners of various English abilities and whether there were significant differences in comprehension and vocabulary acquisition when different English proficiency (EP) groups read texts of varying difficulty levels. Eight-two senior high school students in Taiwan were divided into low, medium and high EP groups (LEP, MEP, and HEP). They read graded readers at Level 2, Level 3, and Level 4 after class and completed comprehension and vocabulary tests, and a text difficulty questionnaire. The results show, first, that the most suitable graded readers for LEP, MEP, and HEP groups were found. Second, there were significant differences among the three EP groups in the comprehension and vocabulary test scores of these readers. Third, there was a significant correlation between text comprehension and vocabulary acquisition when each group read the text appropriate for its level of linguistic competency. Armed with the results, instructional recommendations are presented.
The Relationship between EFL Reading and Existential-Phenomenology
Author: Tercanlioglu, Leyla
Date: 2012-00-00
Type: Journal Articles
Subjects: Correlation,English (Second Language),Second Language Learning,Second Language Instruction,Phenomenology,Educational Research,Reading Processes,Learning Theories,Teaching Methods,Philosophy,Heuristics,Reading Difficulties

This study reviews an overall theoretical framework of two major phenomena: reading and existential-phenomenology. Nine different predominant theories in reading education, their attributes, effective reading techniques and educational studies of learners' experiences towards effective reading will be examined with some basic issues to grasp the progression of learning theories applied throughout the centuries to assist learners and instructors to overcome difficulties with reading. Literature on existential phenomenology will be reviewed to display this approach and its importance in a research. The reviews of these theories and the approach lead to the proposal for the studies outlined subsequently in the thesis.
The Fractal Self at Play
Author: Marks-Tarlow, Terry
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Young Children,Child Development,Developmental Stages,Social Development,Imagination,Self Concept,Interaction,Theories,Creativity,Neurology,Biology,Perceptual Development,Geometric Concepts

In this article, the author draws on contemporary science to illuminate the relationship between early play experiences, processes of self-development, and the later emergence of the fractal self. She argues that orientation within social space is a primary function of early play and developmentally a two-step process. With other people and with objects in the environment, children first move from the inside out, using feedback provided through early play to calibrate internal systems. Once children coordinate sensory, affective, cognitive, imagistic, and behavioral systems, they then switch modes to navigate from the outside in, via conceptual maps provided by external social and informational cues. If they achieve full social orientation, their imaginations remain for them portals to reality throughout their lives. Otherwise, they mobilize inner resources in defense of a lost, disoriented, or fragile self. A fractal model suggests that the whole of the self, intact during early play, exhibits self-similar resonances in the content and forms of self-expression throughout life.
Interlanguage Variability and Mapping Problem: A Competence or a Performance Effect?
Author: Behjat, Fatemeh
Date: 2012-00-00
Type: Journal Articles
Subjects: Interlanguage,Second Language Learning,Grammar,Linguistic Theory,Morphology (Languages),Syntax,Linguistic Competence,Linguistic Performance,Accuracy,Cognitive Mapping,Psycholinguistics

One of the intricate properties of second language acquisition is that some types of grammatical feature appear to be acquired easily and in a native-like way, while others remain persistently difficult. There is much evidence related to the issue in the current empirical studies, and the issue raises an important explanatory problem for a theory of second language acquisition. In this paper, an attempt is made to shed light on the point whether the variability in morpho-syntactic features in adults' L2 production is due to a competence or a performance effect. On the basis of the evidence gained through the literature in the field, it is concluded that both competence and performance effects are involved in the optionality of the use of inflectional morphology. This paper also reveals that through the development of interlanguage, there is nothing as impairment, whether local or global, to hinder the correct grammatical representation of underlying syntax; morphology will be learned, and morphological paradigms are gradually added to the lexicon, in the same way as words do.
Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers
Author: Han, Myae
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Vocabulary Development,At Risk Students,Preschool Children,Preschool Education,Tutoring,Comparative Analysis,Receptive Language,Expressive Language,Teaching Methods,Literacy,Early Intervention,Disadvantaged Youth,Racial Differences,Gender Differences,Curriculum Based Assessment,Pictorial Stimuli

Merging the literatures of how to enhance young children's vocabulary development and how to improve learning through play, this study tested two vocabulary teaching protocols on at-risk preschool children: Explicit Instructional Vocabulary Protocol (EIVP) and shortened EIVP and a play session (EIVP + Play). From a group of 118 lowest-performing students, 49 children were divided into two groups and received either EIVP or EIVP + Play twice weekly in thirty-minute tutoring sessions over the course of four months. A total of 64 words were taught. The results revealed that children who received the EVIP + Play showed more growth on both receptive-vocabulary and expressive-vocabulary measures and that more children who received EIVP + Play met the benchmark on the receptive vocabulary, measured by their performance on the Peabody Picture Vocabulary Test (PPVT III). Additionally, children in the EIVP + Play group showed a steeper growth trajectory on the curriculum-based measurement tool. The premise and importance of guided play in literacy learning is discussed, and further research is suggested.
Using Play to Teach Writing
Author: Batt, Tom
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Play,Writing (Composition),College Instruction,College Freshmen,Identification (Psychology),Anxiety,Writing Processes,Revision (Written Composition),Creative Teaching

This article explores the potential of play in the teaching of college composition. Drawing primarily on the theoretical framework of D. W. Winnicott, the author describes how he used ludic pedagogies to provide first-year writing students a &quot;potential space&quot; in which to explore a range of course elements including composing conventions, &quot;authoritative&quot; texts, and their own writing. By creatively transforming these elements through play, students learned to confront their anxieties about writing and reconcile the identity conflicts that typically accompany their transition to college. The author argues that play also positioned students to critique &quot;authoritative discourse&quot; that they otherwise would not have questioned. These findings suggest that play and an attitude of playfulness deserve a more prominent place in the first-year composition curriculum.
Campus-Level Decision-Making Practices: Principals and Teachers Differ in Their Views
Author: Noel, Cindi
Date: 2009-00-00
Type: Journal Articles
Subjects: Principals,Teacher Attitudes,Administrator Attitudes,Statistical Analysis,Participative Decision Making,High Achievement,Institutional Characteristics,Budgeting,Educational Planning,Faculty Development,High Schools,Secondary School Teachers,Surveys,Effect Size,Curriculum,School Organization,Teacher Role

With the implementation of site-based decision-making occurring in schools, the extent to which teachers perceive their involvement in decisions on planning, budgeting, curriculum, staffing patterns, staff development, and campus-level organization and the extent to which teachers' views of their involvement in these activities are congruent with the views of principals, is largely unknown. Examined in this study were the views of 288 principals and teachers at high performing schools and low performing schools concerning shared decision-making practices in the areas of: planning; budgeting; curriculum; staffing patterns; staff development; and, organization. Statistically significant differences were present between principals and teachers in all six decision-making areas, with principals viewing teachers as having significantly more involvement in these decisions than was perceived by teachers. Implications of these findings are discussed.
Virtual Playgrounds? Assessing the Playfulness of Massively Multiplayer Online Role-Playing Games
Author: Graham, Kerrie Lewis
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Games,Computer Simulation,Role Playing,Play,Behavior,Addictive Behavior,Simulated Environment,Fantasy,Imagination,Participation,Psychological Patterns

Millions of children and adults devote much of their leisure time to playing massively multiplayer online role-playing games (MMORPGs). Most observers commonly categorize computer games as a play activity, but this article asks whether MMORPGs contain activities that might not be play. The author examines the phenomenon of online gaming and compares it with several common characteristics and criteria of play behavior. This analysis suggests that while most participant involvement in MMORPGs seems to be play, in some cases, addiction may be an alternative explanation for some of the activities.
From Training Great Principals to Preparing Principals for Practice
Author: Militello, Matthew
Date: 2009-00-00
Type: Journal Articles
Subjects: Principals,Leadership Training,Leadership Qualities,Leadership Effectiveness,Administrator Effectiveness,Capacity Building,Educational Practices,Best Practices,Leadership Styles,Inquiry,Cooperation,Communities of Practice,Educational Planning

We offer the collaborative inquiry-action cycle as a framework for principals' practice and principal preparation. The cycle is a pragmatic tool that does not prescribe behaviors or contexts. Moreover, the cycle does not represent another programmatic solution or model for leadership. Rather the power of the cycle is that it drives collaboration, inquiry, and action as anchors for improving teaching and learning. The cycle uses these anchors to advance the knowledge, skills, and dispositions of principal candidates so they become inquiry-minded and action-oriented. Finally, this framework can be used by pre-service principal preparation educators to fulfill three important functions: (1) provide a realistic educational experience for future school principals, (2) move away from a strict adherence to standards (what is taught) toward advances in the pedagogical experiences for students (how curriculum is taught), and (3) to meet external accreditation mandates. [The citation information shown on the attached PDF (v4 n1 Jan-Mar 2009) is incorrect, according to the information displayed on the provider site.]
Play and the History of American Childhood: An Interview with Steven Mintz
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Children,Social History,Child Development,Popular Culture,Social Attitudes,Interviews,United States History,Ethnic Groups,Racial Differences,Gender Differences,Films,Adolescents

An authority on the history of American children and families, Steven Mintz is a professor of history at Columbia University, where he also directs the Graduate School of Arts and Sciences Teaching Center. Previously, he was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University and the Moores Professor of History at the University of Houston, where he founded and directed that university's American Cultures Program and served as an associate dean. He is the author or editor of thirteen books, including &quot;Domestic Revolutions: A Social History of American Family Life&quot; (1988) and &quot;Huck's Raft: A History of American Childhood&quot; (2004), which received the Organization of American Historians' 2005 Merle Curti Award as the best book in American social history and the Association of American Publishers' 2005 R. R. Hawkins Award as the best scholarly book. Among many other professional activities, Mintz is president of the Society for the History of Childhood and past president of H-Net: Humanities and Social Sciences online. He has also served as national cochair of the Council on Contemporary Families, as chair of the Organization of American Historians' Teaching Committee, and on the advisory board of &quot;Film and History.&quot; He is the founder of the Digital History website (www.digitalhistrory.uh.edu), which is used by some one hundred thousand students and teachers each week. In this interview, Mintz discusses how Americans have regarded childhood and play, how our attitudes have changed over time, and how popular culture--particularly motion pictures but also other entertainment media--both reflect and affect our views of play.
Gaining Perspective for the Vision: The First Step in Becoming a Visionary Principal
Author: Irby, Beverly
Date: 2009-00-00
Type: Journal Articles
Subjects: Principals,Goal Orientation,Administrator Attitudes,Global Approach,Social Indicators,Administrator Role,Administrator Responsibility,Educational Legislation,Federal Legislation

Gaining a perspective in the development of a vision is the first step principals must take in becoming visionary leaders for their campuses. What, then, does it mean for principals to gain a perspective for the development of their visions? The purpose of this paper is to consider one aspect of becoming a visionary principal and that aspect is gaining perspective in order to develop the vision. Specifically, we share (a) the definition for visionary principals, (b) issues of global and societal conditions to be considered by principals when gaining perspective in the development of a vision, (c) ways in which principals can bring their visions home to the school culture, and (d) the development of a systemic vision, taking into account multiple relational standpoints in the development of a vision.
Motivation and Leadership: A Comparison of Motivation Factors for Pursuing a Degree in Education Administration
Author: McNeese, Rose M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Administrator Education,Graduate Students,Student Attitudes,Universities,Surveys,Likert Scales,Self Efficacy,Student Motivation,Occupational Mobility,Racial Differences,White Students,African American Students,Salaries,Age Differences,Gender Differences,Job Satisfaction,Burnout,Leadership

This manuscript presents findings from a mixed method study that sought to identify the factors that motivate graduate students to pursue a degree in the field of education administration. One hundred sixty-one graduate students from three universities located in Mississippi participated in the study. Participants completed a 10-item survey using a four-point Likert rating scale, ranked a list of motivation factors, and responded to an open-ended question to provide data for the study. Data were analyzed and disaggregated by age, gender, and race. Findings indicated that the top three reasons for pursuing a degree in education administration are (a) career advancement, (b) impact on students lives, and (c) self-efficacy--perception they can do a great job. Statistically significant differences were found between Black and White groups for two of the ten identified motivating factors--encouraged by others and seeking a pay raise.
Improving Administrative Internship Programs: Perceptions of Illinois Principals
Author: Kersten, Thomas
Date: 2009-00-00
Type: Journal Articles
Subjects: Leadership Training,Administrator Education,Internship Programs,Principals,Administrator Attitudes,Program Evaluation,Program Improvement,Competence,Leadership Qualities,School Administration,Certification,Questionnaires,Program Descriptions,Program Design

As the efficacy of educational administration programs has come under increased national scrutiny, one area which has received particular attention is the administrative internship component. In Illinois, various professional, governmental, and state-supported organizations such as the Commission on School Leader Preparation, Illinois Council of Professors of Educational Leadership, and the Wallace Foundation have focused attention on the internship experience. A recent report to the Illinois General Assembly by the Illinois School Leader Task Force included a series of recommendations to improve the quality of school leadership programs. One of the recommendations suggested improvement of the administrative internship. There is a growing body of research which confirms the difference highly effective principals can make. Therefore, this study was designed to gather important information from the perspectives of Illinois principals about the nature and scope of Illinois university K-12 administrative internship programs. Principals presented recommendations regarding the types of experiences that should be included in the internship to adequately prepare administrators for their first administrative position. In addition, principals offered professors of education administration suggestions to improve other internship components. This manuscript reports the results of this research study.
Polio Comes Home: Pleasure and Paralysis in Candy Land
Author: Kawash, Samira
Date: 2010-00-00
Type: Journal Articles
Subjects: Games,Child Health,Public Health,United States History,Therapy,Intervention,Young Children,Communicable Diseases,Anxiety,Self Control,Health Promotion,Advertising

The Candy Land board game has been in production since 1949 and remains one of the best-known and biggest-selling children's board games of all time. Beginning with the fiftieth-anniversary edition in 1998, Hasbro Inc. has promoted the story of how a retired schoolteacher named Eleanor Abbott came to invent Candy Land while recuperating in a polio ward in San Diego. Although Candy Land appears all sweet pleasure and harmless fun, the coincidence of the invention and manufacture of Candy Land with the polio scares of the midtwentieth century suggests an important connection between the discourse of the &quot;endangered child&quot; and the image and ideal of childhood and play given material form in the Candy Land game. This article considers the form of game play and the imagery of Candy Land to show how the fears, images, and experiences surrounding the midcentury polio outbreaks came to shape a new idea of children's play. Play in Candy Land is a therapeutic intervention that separates children from their bodies both to protect them from their bodies' vulnerabilities and to form their bodies and desires into the proper paths.