ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Evaluation in the United States: A National Review of State Statutes and Regulations
Author: Nielsen, Sarah R.
Date: 2020-09-28
Type: Journal Articles
Subjects: Principals,Administrator Evaluation,State Regulation,State Legislation,Educational Legislation,State Policy,Educational Policy,Goal Orientation,Academic Achievement,Evaluators,Training,Stakeholders

The growing recognition of &quot;how much&quot; principals matter for student learning and &quot;how&quot; they make a difference has fueled the need to ensure that effective principals are leading every school. One way to achieve this is through principal evaluation, which has experienced significant changes in the last decade. We conducted a national exploratory study (50 states) to document the trends in and provide an illustration of the current situation of states' principal evaluation policies and practices. Using literature-based themes, our analysis of state statutes and regulations revealed that a majority of states have policies requiring at least one literature-based element. Only four (8%) states had statutes and/or regulations regarding &quot;all&quot; elements of principal evaluation that have been noted in the literature. Student achievement measures were the most common component--required in 66% of states. In addition, most states required principal evaluators to be trained and principals to be evaluated annually. We propose that future research focuses on the validity and reliability of measures and models used for principal evaluation--two aspects rarely addressed in principal evaluation policies--to ensure principal performance is meeting the needs of students, teachers, and schools.
Indigenous Education and Intercultural Dialogue: A Class Shared between &quot;Kaingang&quot; University Students from Brazil and Students from the United Kingdom
Author: Santos, Jorge Alejandro
Date: 2020-11-02
Type: Journal Articles
Subjects: Foreign Countries,College Students,Indigenous Populations,Indigenous Knowledge,Cultural Awareness,Global Approach,Cooperation,Films,Ethnic Stereotypes,Consciousness Raising,Barriers,Student Attitudes,Folk Culture

The article presents an experience of intercultural dialogue through a class shared among Brazilian students of the &quot;Kaingang&quot; people and history students of Coventry University in the United Kingdom. It is inspired by the proposal of intercultural philosophy that postulates the dialogue between cultures as a method to articulate an alternative project to the current process of globalization, based on the diversity of cultures understood as reserves of humanity capable of providing resources for a globalization based on cooperation between peoples and cultures. The construction of this dialogue requires concrete actions and proposals that carry forward what is merely stated philosophically. We believe that the educational field, in particular the indigenous school, is an excellent space to articulate the intercultural dialogue in a practical and concrete way. Therefore, in addition to presenting the experience, its results are evaluated qualitatively, showing the positive impact it had on the two groups that participated in it.
Subsidized Housing and School Segregation: Examining the Relationship between Federally Subsidized Affordable Housing and Racial and Economic Isolation in Schools
Author: Holme, Jennifer Jellison
Date: 2020-11-09
Type: Journal Articles
Subjects: Public Housing,School Segregation,Racial Segregation,Low Income Students,Economically Disadvantaged,Educational Policy,Equal Education,Tax Credits,School Demography,School Districts,Geographic Location,Proximity

Each year, the federal government provides billions of dollars in support for low-income families in their acquisition of housing. In this analysis, we examine how several of these subsidized housing programs, public housing and Low Income Housing Tax Credit (LIHTC) financed housing, relate to patterns of school segregation for children. We use GIS to examine the location of subsidized housing vis-à-vis district boundaries and school attendance boundaries in four Texas counties. We then examine patterns of segregation between schools with and without subsidized housing in their attendance zones, as well as the extent of economic and racial isolation experienced by students in those schools. Our results illustrate that public housing and LIHTC housing developments are zoned to racially and economically isolated schools, and that developments are associated with especially high levels of economic and racial isolation for Black and Latinx students. We conclude by discussing implications for housing and education policy to ameliorate these patterns.
Segregation within Integrated Schools: Racially Disproportionate Student-Teacher Assignments in Middle School
Author: Benson, Tracey
Date: 2020-11-09
Type: Journal Articles
Subjects: School Segregation,Student Diversity,African American Students,Hispanic American Students,White Teachers,Disproportionate Representation,Teaching Experience,Middle School Students,Middle School Teachers,Mathematics Teachers,Equal Education,Achievement Gap,Racial Bias,Ability Grouping,Educational Resources,Teacher Effectiveness,Teacher Distribution,Grade 5,White Students,Academic Achievement,Grade 6,Grade 8

Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of &quot;de facto&quot; segregation and &quot;second-generation segregation.&quot; Moreover, the predominantly White teaching force -- a negative consequence of desegregation -- has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.
Functioning of Emotive-Evaluative Vocabulary in a Political Text
Author: Polyakova, Liliya S.
Date: 2019-06-00
Type: Journal Articles
Subjects: Emotional Response,Vocabulary Development,Mass Media,Political Attitudes,Elections,Political Campaigns,News Reporting,Internet,Pragmatics,Semantics,Public Officials,Individual Characteristics,Language Usage,Voting,Discourse Analysis,English,Foreign Countries

This paper is aimed at highlighting the problem of the use of emotive-evaluative vocabulary in the English-language mass media political discourse, which is a relevant topic since the scope of media texts in English is widespread in the information community and the media language is the basic means for communication, phrasing, conveying and storing information. Political discourse is a popular area of research of linguistics, as it covers all aspects of modern life and society. Being mainly broadcasted by the politicians, it is considered a complex linguistic phenomenon, whose objectives, direct or indirect, are aimed at disseminating, implementing political authorities and obtaining the majority of votes during the election campaigns. The article is devoted to the evaluation categories, which refer to the semantic and pragmatic categories and can be one of the strongest tools of influence on the public. Within the framework of our research 29 English articles, posted on the Internet, concerning the political leaders of the United States and Great Britain, attributing the personal characteristics to them, were analysed. Using the continuous sampling method there was found 214 examples of English emotive-evaluative vocabulary. During the study, the methods of compilation, interpretation, and descriptive methods were used.
What Students Do Early College High Schools Serve? Unpacking Social Constructions of the Target Population
Author: Duncheon, Julia C.
Date: 2020-11-16
Type: Journal Articles
Subjects: High School Students,Dual Enrollment,Acceleration (Education),College Credits,Community Colleges,Disproportionate Representation,Access to Education,Equal Education,At Risk Students,Hispanic American Students,Low Income Students,Academic Achievement,Student Recruitment,Admission Criteria,School Choice,Geographic Regions,Administrator Attitudes,Teacher Attitudes,School Demography

To support the nation's college completion goals, early college high school (ECHS) reform creates opportunities for interested students to earn up to two years of free college credit during high school. ECHSs also have an equity objective: to target and enroll students who are historically underrepresented and/or might not otherwise go to college. Yet the extent to which ECHSs actually serve their target population in practice is unclear, especially in a marketized school environment. Using qualitative methods and the theory of social construction and policy design (Schneider &amp; Ingram, 1993), this study explores the recruitment and selection practices at five ECHSs in the borderlands of Texas. Findings suggest that ECHS staff invited applications from the broad target groups. However, the admission process, shaped in part by patterns of self-selection, favored students who were academically inclined and relatively privileged compared to their district peers. ECHS staff socially constructed narrower ideals of the target population than those articulated in the policy design based on their assumptions about who was likely to succeed in--and thus deserving of--an early college opportunity. Findings are discussed with particular attention to the equity implications of ECHS reform.
Interactional Metadiscourse Markers in the Abstract Sections of Arabic Patents
Author: Alzarieni, Manal Mahmoud
Date: 2019-06-00
Type: Journal Articles
Subjects: Semitic Languages,Documentation,Intellectual Property,Native Language,Writing (Composition),Discourse Analysis,Models,Word Frequency,Language Usage,Persuasive Discourse,Pragmatics

This study aims to investigate interactional metadiscourse markers (IMDMs) in 60 patent abstracts written in Arabic by Arabic-native drafters within the field of human necessity. Specifically, the objectives are to identify which categories of IMDMs are predominant in Arabic patent abstract and to explain how metadiscourse markers function in these abstracts. To achieve these objectives, data were analyzed quantitatively to count the frequency of IMDMs, and qualitatively to examine the functions of these markers within Arabic patent abstracts based on Hyland's model (2005). The results indicate that boosters, hedges and attitude markers are the most frequently employed markers while the remaining categories show a low frequency of occurrence. Moreover, the analysis also reveals that IMDMs fulfill different functions, such as providing data in a truthful manner, avoiding commitment to precise figures and persuasion among others. The findings of this research are useful for Arabic-speaking drafters and novice inventors for a better understanding of IMDMs commonly applied in their patent abstracts. A better understanding of the pragmatic functions of IMDMs can improve not only patent drafting skills, but also the chance for successful patent grants. It is recommended that future research investigate IMDMs within other patent sections such as claims, description, and background among different disciplines in order to achieve better insights of the use of such rhetorical metadiscourse features.
Policies and Issues in Teaching English to Arab EFL Learners: A Saudi Arabian Perspective
Author: Al-Tamimi, Rashed
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Educational Policy,Program Implementation,Cultural Influences,Cultural Relevance,Semitic Languages,Student Needs,Teaching Methods,Barriers,Religious Factors,Social Values,Beliefs

This paper examines the history, policies, and discussions relevant to the teaching of English as a foreign language (EFL) in Saudi Arabia. It investigates the value of EFL within the Saudi education system and surveys the extent to which English has been adapted to suit the needs and customs of Saudi citizens. While focusing on major policy issues related to planning and implementing EFL instruction, the paper examines how stakeholders have worked to preserve Saudi culture, Arabic, and the structure of Saudi society. It seeks to determine whether EFL courses in Saudi schools meet the needs of students, the results of which are compared with Saudi policies on language teaching. The study then presents observations on the compatibility of teaching practices and policies, as well as the issues involved. Saudi Arabia faces several challenges that have greatly hindered the planning and implementation of language-teaching policies. This study proposes strategies for strengthening these policies to fully achieve the desired objectives. It also shows that English is gradually being naturalized in Saudi Arabia, absorbing cultural, religious, and social values and beliefs.
Using Awareness Raising in Syntactic and Semantic Errors to Foster Translation Performance among Majmaah University EFL Students
Author: Amin, Eman Abdel-Reheem
Date: 2019-06-00
Type: Journal Articles
Subjects: Metalinguistics,Translation,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Error Analysis (Language),College Students,Syntax,Semantics,Proofreading,Identification,Pretests Posttests,Language Tests,Student Improvement,Instructional Effectiveness,Metacognition,Scoring Rubrics,Foreign Countries,Semitic Languages

The present study aimed at developing English as a foreign language (EFL) college students' translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students' level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students' awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students' translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.
Literary Pragmatics
Author: Al-Hindawi, Fareed Hameed
Date: 2019-06-00
Type: Journal Articles
Subjects: Pragmatics,Literary Genres,Correlation,Literature,Language Usage,Speech Acts,Linguistic Theory,Speech Communication,Literary Criticism,Reader Text Relationship,Authors,English Literature,Narration,Teaching Methods,Context Effect

The present study aims at presenting a thorough account of the field termed literary pragmatics which emerges in a consequence of applying the different pragmatic approaches to the study and analysis of literary genera. Additionally, it also attempts to explore and shed some light on the relationship between the two domains: pragmatics and literature in order to reveal their commonalities. There exists a strong assumption that these have something in common as they both have to do with language users and how meaning is conveyed. Despite the fact the various pragmatic approaches including speech act theory, conversational implicature, politeness theory and relevance theory are developed mainly in relation to spoken interactions, the study has revealed that they offer invaluable insights to the study of literary texts. Moreover, the process of analyzing literary texts has led to the development and the explanation of the pragmatic approaches themselves.
Using Instructional Scaffolding Strategies to Support Oral Productive Language Skills among English Majors at Majmaah University
Author: Abdelshaheed, Bothina S. M.
Date: 2019-06-00
Type: Journal Articles
Subjects: Teaching Methods,Scaffolding (Teaching Technique),Second Language Learning,Second Language Instruction,English (Second Language),Intervention,Majors (Students),Comparative Analysis,Scores,Instructional Effectiveness,College Students,Achievement Gains,Oral Language,Skill Development,Foreign Countries

This study aimed at investigating whether using some instructional scaffolding strategies would be effective in developing oral productive skills among female English majors in the college of education in Azulfi, Majmaah University. It also aimed to know the size of that effectiveness. The participants of the study were 62 and they were divided equally into two groups; the experimental one studied the course with the intervention of the instructional scaffolding strategies and the control group studied the same course without any intended focus on the instructional scaffolding. The study adopted the pre-post design; average scores of the participants were calculated using T-test. The ratio of effectiveness was calculated using the Modified Black's Gain Ratio. Results were very promising as they revealed significant improvement in the mean scores of the experimental group in the oral test as T-test value was (5.41). The evidence indicated that using instructional scaffolding strategies was effective as the ratio of effectiveness was (1.06). Results highlighted the real value of instructional scaffolding while teaching oral skills in English class. It is highly recommended to integrate instructional scaffolding strategies as an inspirable element of English courses and to further investigate the processes that the teachers focus on while scaffolding.
My Classroom: Paraguay
Author: Williamson, Abigail
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Language Teachers,Teacher Attitudes,Academic Standards,Difficulty Level

Graciela Chera is hesitant to talk about herself and her classroom. She claims that she is not doing anything special, yet she is clearly making a powerful impact on her students and the English-teaching community in Paraguay. In this article, learn how Graciela Chera balances academic rigor with fun team spirit as she teaches students of all ages at the Centro Cultural Paraguayo Americano (CCPA), a binational center that offers English classes to children and adults in the capital city of Asunción.
Lecturer&apos;s Language Style and Students&apos; Academic Self Efficacy in Higher Education of Indonesia
Author: Gunawan, Fahmi
Date: 2019-06-00
Type: Journal Articles
Subjects: Language Styles,College Faculty,Self Efficacy,Higher Education,Teaching Methods,Correlation,Student Attitudes,Academic Ability,Self Concept Measures,College Students,Foreign Countries,Learning Experience,Islam,Institutional Characteristics

This research is aimed at finding out the influence of lecturers' language style on students' academic self-efficacy in higher education in Indonesia. This research is conducted to describe the correlation between lecturers' language style and students' academic. As one of the aspects of forming academic self-efficacy, language style has an important role because someone who can get information verbally about his ability in mastering certain duty tends to do more efforts. In addition, it makes him more diligent in doing a duty. Also, language style positively increases the student's self-confidence and vice verse. This research involves seventy students who fill in the questionnaire about the lecturer language style and academic self-efficacy scale. Data were analyzed by using simple linear regression analysis. The result of the research shows that lecturer's language style has a coefficient of determination of 23.5% towards the students' academic self-efficacy. Finally, this research affirms that positive lecturer language style can improve the students' belief towards their ability while the negative language style can weaken the students' self-efficacy. This is supported by the statement of Pajares (2002) who state that the negative language style can easily weaken the students' self efficacy.
The Effect of an Intensive Language Course on Students&apos; Linguistic Performance at Majmaah University, Saudi Arabia
Author: Abahussain, Majed O.
Date: 2019-06-00
Type: Journal Articles
Subjects: Intensive Language Courses,Outcomes of Education,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,College Faculty,Language Proficiency,Universities,Scores,College Students,Pretests Posttests,Language Tests,Language Skills,Foreign Countries

This study aims to investigate the effect of an intensive language course at Majmaah University on improving students' linguistic repertoires. It also explores the perceptions of instructors at Majmaah University on students' performance after the intensive language course. The study also addressed the following questions: 1-To what extent did the intensive language course at Majmaah University improve students' linguistic repertoires? 2-How do instructors at Majmaah University react towards students' linguistic repertoires after the intensive language course? To achieve the set objectives: the study used a mixed-of qualitative and quantitative method. A total of 283 students participated in the study experiments, and eight instructors responded to the interview questions. A paired samples t-test was used to evaluate the students' scores before and after the three-month program. The findings revealed that the students scored significantly higher on the post-test. Qualitative data also showed that improvement was not limited to their linguistic repertoires but also applied to their personal skills.