ethanporcaro/eric-fulltext-meta huggingface dataset:
English Words and Collocations Found on Logistics Magazines: A Corpus-Based Study
Author: Suraprajit, Prathomwat
Date: 2022-00-00
Type: Journal Articles
Subjects: Periodicals,Language Usage,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Phrase Structure,English for Special Purposes,Nouns,Form Classes (Languages),Computational Linguistics,Foreign Countries,Business Communication,Word Frequency

Delivered up-to-date news and shown authentic use, the language appeared on the digital platform is an interesting alternative in learning the English language. The present study investigates the English language written on the online logistics magazines published in Thailand by using the corpus tool called Ant-Conc to analyze the frequency of nouns, verbs, adjectives, and collocations. The findings revealed that 1) the most frequent use of nouns was &quot;cargo,&quot; 2) the word &quot;said&quot; reported to be the most use of the verb, 3) the word &quot;cargo&quot; appeared to be the most frequent use among adjectives, 4) among the type of grammatical collocation, &quot;noun+preposition&quot; was shown as the most frequently used type, whereas the most three used of grammatical collocation was &quot;cargo in,&quot; &quot;important to,&quot; and &quot;said with&quot; and 5) among the type of lexical collocation, &quot;noun+verb&quot; was reported as the most frequently used type, whereas the top three used of lexical collocation was &quot;said Mr.,&quot; &quot;cargo is,&quot; and &quot;new facility.&quot; Furthermore, the present study might have implications for the ESP study and recommend the use of authentic language in the logistics business.
From Incitement to Indictment: Speech Acts of Donald Trump&apos;s Tweets in 2020 Presidential Elections
Author: AlBzour, Baseel A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Presidents,Social Media,Computer Mediated Communication,Elections,Violence,Discourse Analysis

In order to reveal how Donald Trump is crucially involved in inciting riot and instigating insurgency, this pragmatic study strictly investigates and analyzes Donald Trump's tweets over the past months that preceded the unprecedented mob attack on the Capitol in January the 6th to impede the Congress endorsement of the US presidential elections that resulted in Biden's victory. The analyses in this study mainly draw on Austin's (1962) Speech Act Theory and it's sub-versions of Searle's (1969) and the Subsequent taxonomy of Searle (1976). Although Twitter has been created to be a social media platform, Trump used it to run the US foreign and local affairs and policies during his four-year term in office. Due to the thematic limitations and diversity of those tweets, the researcher does not by any means intend to explore Trump's tweets during the first three years; rather, she primarily focuses on examining the last year because it has abundantly and crucially witnessed what Trump really DID with words in his tweets, and this is the utter essence of Austin's How to Do Things with Words. The tweets he made were not pragmatically representatives nor expressives as they might look; rather, most of them were directives and commissives in force oftentimes so that he exploited millions of Americans to rally violent support for him in his ignoble and criminal cause as well as rallying thousands to attack the Us emblem of democracy and freedom in the &quot;Land of the Brave and the Land of Free&quot; as furious crowds stormed and breached the Capitol's barriers while the Congress Session was convening to certify the then president-elect's victory. Such a huge load of explicit and an implicit incitement has lead to the attempt of second time impeachment of an incumbent president in the history of the united states and the ongoing legal endeavors of Trump's indictment months after he left the oval office.
A Retrospective on Gainful Employment
Author: Gillen, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Finance,Debt (Financial),Student Loan Programs,Higher Education,Accountability,Employment Level,Income,Paying for College,Student Financial Aid,Program Evaluation,Federal Aid

Although colleges receive funds from student loans, they have largely escaped accountability for their role when students take on unaffordable student loan debt. One partial exception was a set of regulations called &quot;Gainful Employment&quot; that sought to hold some higher education programs accountable for excessive student loan debt. If a targeted program's students had too much debt relative to their income, the program would lose access to the federal financial aid programs. &quot;Gainful Employment&quot; is no longer in effect, but some policymakers are considering reviving the regulations. This study explores the approach used by &quot;Gainful Employment&quot; to help policymakers develop the next iteration of accountability for higher education. It uses new U.S. Department of Education College Scorecard data (U.S. Department of Education, n.d.) and an updated approach called &quot;Gainful Employment Equivalent&quot; to help policymakers envision better accountability mechanisms for higher education by building on Gainful Employment's successes while avoiding its flaws.
Dual Education Conditions for Pedagogical Bases of Specialists Inclusive Training
Author: Zhaksylykovna, Parmankulova Perizat
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Preservice Teacher Education,Foreign Countries,Vocational Education Teachers,Cooperative Education,Preservice Teachers

One of the key problems of training a new type of specialist is the problem of forming appropriate inclusive competencies among students of pedagogical colleges. The article deals with the scientific and pedagogical bases of inclusive training of future specialists in the conditions of dual education. The work is based on the idea that the introduction of elements of the dual system of teaching students of pedagogical specialties will contribute to the qualitative development of student's general and inclusive training in the specialty, as well as the acquisition of practical skills in the relevant field directly in the educational organization. The study collected data through an experiment that included128 students and 10 representatives of employers. Data were analyzed using percentages and a pie chart. Results proved that the dual training system as a product of social partnership is an effective and flexible mechanism for training highly qualified specialists who can solve complex production tasks.
Enhancing Students&apos; Understanding of Arabic Syntax on High School Students in Indonesia
Author: Safrullah, Dendi Yuda
Date: 2022-00-00
Type: Journal Articles
Subjects: Semitic Languages,Syntax,Foreign Countries,Junior High School Students,Second Language Learning,Form Classes (Languages)

Understanding the concept of Arabic syntax is a learning problem faced by the students. For that reason, this study aims to improve students' understanding of Arabic syntax. This study employed action research design by presenting six critical-reflective steps in efforts to improve students' understanding of Arabic syntax at a junior high school in West Java, Indonesia. Data were collected using interviews, observations, surveys, oral and written tests. The findings revealed that the understanding of Arabic syntax for first-year high school students regarding noun, verb, particle and sentence material improved well. This study confirms that through a series of critical-reflective steps, the students' understanding of the concept of Arabic syntax can be improved.
Exploring Predictors of Adaptive Behaviour of Children with Autism
Author: Tenerife, Janine Joy L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Adjustment (to Environment),Student Behavior,Autism,Pervasive Developmental Disorders,Special Education,Students with Disabilities,Behavior Rating Scales,Foreign Countries

This research determined the predictors of the adaptive behaviour of children with autism who are enrolled in special education centres using a descriptive correlational design. There were 40 children with autism whose adaptive behaviour was assessed in terms of their communication, daily living, social and motor skills using the modified Vineland Adaptive Behaviour Scales (Vineland-3) together with their profile. Data gathered were treated using descriptive and inferential statistics. The results showed that most of the children were males whose average age was 9.6 years who belonged to low-income families and were enrolled in 2 to 3 years. The children had moderately low adaptive skills in all areas of the adaptive behaviour. Moreover, the profiles of the children were not significant predictors of the four adaptive skills being assessed. Thus, it is recommended that other factors may be considered to identify the predictors of the adaptive behaviour of children with autism.
Colleges: To Endow or Not To Endow?
Author: La Noue, George R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Colleges,Educational Finance,Endowment Funds,Donors,Investment,Contracts

In the long history of higher education, there have been many endowment gifts that have strengthened institutions and brought about profound public benefits, but there are sometimes disappointment and controversy. Savvy donors need to think carefully before entering into endowment agreements which are difficult to change before death and virtually impossible after death. Investing in higher education is a worthy goal, but it should be done with both eyes open.
&quot;I Am Also in the Compensation&quot; Program for Learning Losses during the COVID-19 Process
Author: Karbeyaz, Aytekin
Date: 2022-03-00
Type: Journal Articles
Subjects: Achievement Gains,COVID-19,Pandemics,Foreign Countries,Teacher Attitudes,Programs,Program Effectiveness,Classroom Techniques,Teaching Methods

In Turkey, for the first time in the summer season of 2020-2021, the &quot;I am in compensation program&quot; was applied to compensate for learning losses due to COVID-19. This research aims to determine the opinions of classroom teachers about the &quot;I am in compensation program&quot;. The research was designed according to the phenomenology method. A semi-structured interview form developed by the researchers was used as a data collection tool. Nineteen participants from the classroom teachers who applied the &quot;I am in for compensation program&quot; at least once by using the criterion sampling method were included in the study. The data were interpreted with the NVivo 9.2 package program using the thematic analysis method. According to the opinion of the classroom teachers, &quot;I am in compensation program&quot;, it has been revealed that it supports the students academically, contributes to the socialization of the students, makes the students happy by playing many games, and develops a positive attitude towards the lessons. Various suggestions were made based on the research findings.
The &quot;Antiracist&quot; Mental Health Threat That No One Talks About
Author: Ridgley, Stanley K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Racial Bias,Social Justice,Teaching Methods,Equal Education,Inclusion,Psychotherapy,Intervention,Race,Ideology,Misconceptions,Undergraduate Students

&quot;Antiracist pedagogy&quot; is a major element of the Diversity, Equity, and Inclusion ideology that has found a comfortable home in the American university. But antiracist pedagogy is much more than an abstract self-evident term designed to elicit unqualified support. It has a particular meaning, content, and method, and its details are available to anyone who digs into the literature published in esoteric journals of university schools of education and off-campus non-profits. Antiracist pedagogy is a psychotherapeutic intervention program that divides students into two arbitrary categories based on race and dictated by ideology--oppressors and oppressed. The content of antiracism consists of a mélange of pseudoscientific speculations informed by paranoia that are then codified into a provincial theory emerging from schools of education. It is unsound and has no foundation in legitimate social scientific circles.
Are Living Learning Communities Beneficial?
Author: Choset, Rachel L.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Living Learning Centers,Sense of Community,Dormitories,Educational Benefits,Experimental Colleges

During a student's first year, there is typically an adjustment period of living independently and feeling a sense of belonging that helps students overcome obstacles they may face in trying to navigate a new world. Students can find community in classrooms, joining a club or organization, forming an outside study group, and often through Living Learning Communities. Living Learning Communities (LLCs), also known as Living Learning Programs (LLPs), integrate &quot;community and academic work into a student's campus residence [to] create a fully co-curricular experience&quot; (Buell et al., 2017, p. 87) through the use of intentional curricula for learning and community building. LLCs work to engage students in the residence halls by hosting events, discussions, or activities that allow like-minded students to get together in their campus homes and find others who are similar to them. LLCs date back to the 1920s and are meant to act as a link for students to create a deeper sense of connection and community through engaging in shared experiences outside of the classroom. Practitioners in the higher education field are continually investigating LLCs' effect on the community and how they benefit students. Research shows that LLCs offer a beneficial opportunity for students, but also come with many unintended challenges. By reviewing the existing literature, recommendations can be made to better serve students living in LLCs and how they can overcome challenges to support a cocurricular student experience within higher education.
Semisupervised Learning Method to Adjust Biased Item Difficulty Estimates Caused by Nonignorable Missingness in a Virtual Learning Environment
Author: Xue, Kang
Date: 2022-06-00
Type: Journal Articles
Subjects: Virtual Classrooms,Artificial Intelligence,Item Response Theory,Item Analysis,Testing Programs,Man Machine Systems,Data Analysis,Academic Ability,Response Style (Tests),Test Items,Difficulty Level,Student Behavior,Testing

In data collected from virtual learning environments (VLEs), item response theory (IRT) models can be used to guide the ongoing measurement of student ability. However, such applications of IRT rely on unbiased item parameter estimates associated with test items in the VLE. Without formal piloting of the items, one can expect a large amount of nonignorable missing data in the VLE log file data, and this is expected to negatively affect IRT item parameter estimation accuracy, which then negatively affects any future ability estimates utilized in the VLE. In the psychometric literature, methods for handling missing data have been studied mostly around conditions in which the data and the amount of missing data are not as large as those that come from VLEs. In this article, we introduce a semisupervised learning method to deal with a large proportion of missingness contained in VLE data from which one needs to obtain unbiased item parameter estimates. First, we explored the factors relating to the missing data. Then we implemented a semisupervised learning method under the two-parameter logistic IRT model to estimate the latent abilities of students. Last, we applied two adjustment methods designed to reduce bias in item parameter estimates. The proposed framework showed its potential for obtaining unbiased item parameter estimates that can then be fixed in the VLE in order to obtain ongoing ability estimates for operational purposes.
Campus Sexual Assault &amp; College Students with Disabilities: The Overlooked Victims of Violence
Author: Fread, Maggy
Date: 2021-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Violence,Students with Disabilities,College Students,Incidence,College Role,School Safety,At Risk Students,Self Disclosure (Individuals),Emotional Response,Coping,Services

Interpersonal violence (IPV) and sexual assault is a prominent issue on college and university campuses across the nation. The rates of violence have increased over the past few decades; recent studies show that 26% of undergraduate women and 7% of undergraduate men experience some form of nonconsensual sexual contact during their time in college (Cantor et al., 2019). IPV and sexual assault affect different demographic groups in a variety of ways and despite the rapid growth of research on certain student subpopulations, there is still little known about how IPV and sexual assault affect students with disabilities. According to the 2019 Association of American Universities (AAU) Campus Climate Survey by Cantor et al. (2019), students with no disabilities experienced nonconsensual sexual contact at a rate of approximately 9.4% whereas students with disabilities were at an average rate of 17%. Considering the high rates of IPV and sexual assault that students with disabilities face, higher education institutions can play an active role in protecting these students. However, research in this area suggests that institutions may be failing to holistically support students with disabilities due to the misunderstanding of student experiences. By reviewing existing literature about students with disabilities and their experiences with IPV, this article intends to identify recommendations for best practices that can be used by institutions to provide better support to students with disabilities who experience IPV or sexual assault.
The Analysis of the Teacher Views on the Anatolian Tales Published by the Ministry of National Education for Preschool Children
Author: Zelyurt, Hikmet
Date: 2022-01-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Education,Foreign Countries,Folk Culture,Books,Childrens Literature,Teacher Attitudes,Critical Thinking,Thinking Skills,Social Development,Emotional Development,Language Acquisition,Cultural Influences

The present study was conducted to determine the views of preschool teachers on the Preschool Anatolian Tales textbook published by the Ministry of National Education. The case study method, a qualitative research model, was employed in the study. The study group included 20 pre-school teachers employed in various kindergartens serving the Eyyübiye district in Sanliurfa province, Turkey, and assigned with the purposive sampling method, who had the Preschool Anatolian Tales Education Set in their school and stated that they examined these tales and conducted related activities with children. The study data were collected with a semi-structured interview form. Data analysis was conducted with the content analysis method. The participating teachers stated that the Preschool Anatolian Tales textbook was suitable for the level of the students, contributed to the development of social, emotional, language, critical and creative thinking skills, introduced Turkish culture to the children, and expressed views on the size and illustrations in the book.
The Sampling Ratio in Multilevel Structural Equation Models: Considerations to Inform Study Design
Author: Kush, Joseph M.
Date: 2022-06-00
Type: Journal Articles
Subjects: Structural Equation Models,Factor Structure,Statistical Bias,Error of Measurement,Research Design,Educational Research

Multilevel structural equation modeling (MSEM) allows researchers to model latent factor structures at multiple levels simultaneously by decomposing within- and between-group variation. Yet the extent to which the sampling ratio (i.e., proportion of cases sampled from each group) influences the results of MSEM models remains unknown. This article explores how variation in the sampling ratio in MSEM affects the measurement of Level 2 (L2) latent constructs. Specifically, we investigated whether the sampling ratio is related to bias and variability in aggregated L2 construct measurement and estimation in the context of doubly latent MSEM models utilizing a two-step Monte Carlo simulation study. Findings suggest that while lower sampling ratios were related to increased bias, standard errors, and root mean square error, the overall size of these errors was negligible, making the doubly latent model an appealing choice for researchers. An applied example using empirical survey data is further provided to illustrate the application and interpretation of the model. We conclude by considering the implications of various sampling ratios on the design of MSEM studies, with a particular focus on educational research. [For the corresponding grantee submission, see ED617004.]
A Study of Victorian Teachers&apos; Beliefs about Student Behaviour and Their Perception of Preparation and Confidence to Engage in Evidence-Based Behaviour Support
Author: Fox, Russell
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Behavior,Self Efficacy,Teacher Education,Evidence Based Practice,Positive Behavior Supports,Program Implementation,Elementary School Teachers,Secondary School Teachers

Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted schoolwide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed &amp; Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers' perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.
Demonstrating &apos;Impact&apos;: Insights from the Work of Preservice Teachers Completing a Graduate Teacher Performance Assessment
Author: Brett, Peter
Date: 2022-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Foreign Countries,Humanities,Social Sciences,Teacher Effectiveness,Performance Based Assessment,Teacher Evaluation

Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and 'impact' through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse 'impact' in teaching, requires a nuanced understanding of what 'impact' is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia's largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How 'impact' was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.