ethanporcaro/eric-fulltext-meta huggingface dataset:
The Theology of Eckankar: Its Critique and Study Based on the Islamic Teachings
Author: Mahmoudi, Abdolreza
Date: 2017-00-00
Type: Journal Articles
Subjects: Islam,Criticism,Religious Education,Religion,Churches,Theological Education,Epistemology,Speeches,Educational Philosophy,Comparative Analysis,Western Civilization,Islamic Culture,Teaching Methods,Definitions

The present paper deals with theology from the point of view of the school of Eckankar and its critique based on the Islamic teachings. Three major topics are probed into in the school of Eckankar, i.e. the definition of religion, the origin of religion, and exclusiveness. On the topic of the definition of religion, Eckankar essentially regards as a religious experience in its common sense in the western culture. Therefore religion is an experience that the individual passes in him, and observing rituals such as going to the church are not regarded as faithfulness. From the point of view of Islamic teachings such an attitude causes the reduction of the values of the epistemic role of religion, while in Islam the epistemic aspects are very strong. On the topic of the origin of religion, once again the Eckankar School regards religion as the individual's personal experiences. Therefore, based on the multiplicity of the individual's religious experiences; religions will be multiple as well. Islamic teachings regard personal experiences as based on divine nature, but does not agree with the religious multiplicity as multiplicity in the legitimacy as regarded by the Eckankar School. The concluding part of this of this paper is the topic of religious exclusiveness of which the Eckankar School is a fervent advocate, but yet there are many contradictory points in the contents of the speeches of the supporters of this school. The paper attempts at showing its ambiguous and contradictory points from the point of view of Islamic teachings, and put to the test of critique.
Response to Cultures Continuum and the Development of Intercultural Responsiveness (IR)
Author: Jones, Kathryn
Date: 2017-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Qualitative Research,Phenomenology,Intercultural Communication,Self Actualization,Preservice Teachers,Student Attitudes,Cultural Differences,English Language Learners,Culturally Relevant Education,Student Needs,Classroom Environment,Equal Education,Reflection,Educational Practices,Teacher Education

This qualitative phenomenological research study investigated the perceptions of pre-service teachers' intercultural responsiveness. Findings from this study affirmed that pre-service teachers believed that positive dispositions, being culturally aware, and responding by incorporating cultural differences is a key to achieving Intercultural Responsiveness (IR) (Jones, 2013). IR self- actualization is the culminating professional and personal experience that enhances relationships between all cultures.
Why Girl Students Achieve English Presentation Learning Significantly Better in Shanghai University of Engineering Science (SUES)
Author: Zhu, Wen
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Engineering Education,Gender Differences,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,College Students,Sleep,Academic Achievement,Telecommunications,Handheld Devices,Video Games,Undergraduate Students,Student Surveys,Student Attitudes,Scores,Statistical Analysis,Language Tests,Team Sports,Leisure Time

In non literature major dominated university, it is obviously noted that girl students' English (as the second language) presentation scores often higher than boy students in the same teaching environment and evaluation system. A 397 samples' survey has been studied from the aspects of after school activities and sleep schedule to discuss if any influences on the students' English learning motives and performance.
Consonant Cluster Acquisition by L2 Thai Speakers
Author: Rungruang, Apichai
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Phonemes,Thai,Native Language,Transfer of Training,Pretests Posttests,Identification,Statistical Analysis,Scores,Undergraduate Students,Student Attitudes,Language Tests,Oral Language,Auditory Perception,Linguistic Theory,Contrastive Linguistics,Questionnaires,Foreign Countries

Attempts to account for consonant cluster acquisition are always made into two aspects. One is transfer of the first language (L1), and another is markedness effects on the developmental processes in second language acquisition. This study has continued these attempts by finding out how well Thai university students were able to perceive English onset and coda clusters when they were second year and fourth year students. This paper also aims to investigate Thai speakers' opinions about their listening and speaking skills, and whether their course subjects enhanced their performance. To fulfil the first objective, a pretest and posttest were launched to measure how the 34 Thai participants were able to identify 40 onset and 120 coda clusters at different periods of time. The statistical findings show that even though their overall scores in the fourth year were higher than those in the second year, there was no statistically significant difference in both major types of clusters [t = -1.29; p value &gt;0.05 in onsets; t = -0.28; p value &gt;0.05 in codas]. The Thai participants performed slightly better in onset (84%/86%) than in coda (70%/71%). To complete the second objective of the study, a 24-item questionnaire was distributed to the participants. The responses indicated positive opinions about their listening and speaking skills and the English courses they took in a four-year study. However, they still had difficulty identifying some English consonant clusters even though those were widely used or found. Finally, most participants claimed that English Phonetics and Phonology Course was one of the significant course subjects instrumental in establishing their fundamental knowledge of how to pronounce English words and develop their listening skill as well.
Teaching Specific Purpose Translation: Utilization of Bilingual Contract Document as Parallel Corpus
Author: Siregar, Roswani
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Bilingualism,Translation,Undergraduate Students,Foreign Countries,Computational Linguistics,English (Second Language),Second Language Learning,Indonesian,Languages for Special Purposes,Language Tests,Contrastive Linguistics,Syntax,Vocabulary,Semantics,Business Administration Education,Economics Education,Phrase Structure,Linguistic Borrowing,Contracts,Advanced Courses,Second Language Instruction,Qualitative Research

This study introduced the specific purpose translation teaching to Indonesian undergraduate students at Universitas Al-Azhar Medan, Indonesia. The courses were attended by the Business and Economics students who are new to translation. As parallel corpus, bilingual contract documents in Indonesian and English were chosen to help the students to grasp the conventions and norms in both languages. Dealing with difficulties in teaching specific purpose translation, the procedures and sequence analysis were conducted. The procedures consist of preliminary test, introduction to translation strategy, discussion by compare two translation text, and final test. The sequence analysis were conducted on discussion. This analysis based on semantic, lexical and syntactical aspect. The analysis shows that contract terms were characterized by nominalization, passive voice, sentence length and complexity, impersonality, binominal and multinominal expressions, unusual word order, one syllable and phrase equivalence. The students also recognizes the archaicsm, repetition and redundancy, synonymy and redundancy and absorption of foreign words. Based on the commentaries of the students, the use of parallel corpus as a tool in translation exercise has improving their ability in translating and drafting bilingual contract documents. In the end of course, 24 students completing the course and 19 (80%) of them are ready to attend the advance course.
Exploring Students' Reading Profiles to Guide a Reading Intervention Programme
Author: Boakye, Naomi A. N. Y.
Date: 2017-00-00
Type: Journal Articles
Subjects: Profiles,Intervention,Reading Programs,Sociology,Likert Scales,Needs Assessment,Introductory Courses,Questionnaires,Student Attitudes,Regression (Statistics),Reading Strategies,Self Efficacy,Reading Habits,Reading Comprehension,Native Language,Socioeconomic Status,Indo European Languages,Undergraduate Students,English,African Languages,Foreign Countries,Language of Instruction,English (Second Language),English for Academic Purposes,Statistical Analysis

There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and the specific nature of the challenges. Thus interventions may not address students' specific reading needs. This paper reports on a study that explored students' reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students' reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students' reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students' use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.
The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia
Author: Alonazi, Saleema M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Language Teachers,Personal Autonomy,Independent Study,Secondary School Teachers,Second Language Instruction,English (Second Language),Teacher Surveys,Teacher Student Relationship,Teaching Methods,Likert Scales

Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners' lack of independent learning skills, rules and regulations applied in schools, and teachers' lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers' continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers' independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.
How Property Tax Caps and Funding Formulas Have Changed the Role of the School Superintendent in Indiana
Author: Gentry, Patrick L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Taxes,Funding Formulas,Superintendents,Administrator Role,Resource Allocation,State Policy,Qualitative Research,Educational Finance,School Districts,Politics of Education,Hermeneutics,Phenomenology,Semi Structured Interviews,Coding,School District Wealth

There has been debate among states as to how to properly fund schools. The debate has been focused on how much funding is supplied through property tax and is motivated by tax payer anger over fluctuating tax bills. Many of the policies have been implemented without looking at the effects that they will have on schools, especially in Indiana, which saw dramatic restructuring of its school funding mechanism and property tax structure. This qualitative study explores the effects of how the current school funding mechanism and property tax caps has changed the job of the school superintendent in Indiana and to elucidate the superintendents' understanding of a general fund referendum, and how the superintendents perceive their role in light of the new financial realities of their school districts.
A Case Study of the County School Facility Tax Initiative in Mary County, Illinois
Author: Hughes, Vince L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,County School Districts,Taxes,Educational Facilities,Educational Facilities Improvement,Qualitative Research,Content Analysis,School Funds,Public Support,Data Analysis,Semi Structured Interviews

K-12 Illinois public school facilities need to be repaired and rebuilt. The County School Facility Occupation Tax (CSFT) was made law in 2007 in Illinois to help provide funding for Illinois public school facilities. This single case study, qualitative research, outlines findings from 86, face-to- face, phone and email interviews and approximately 79 documents analyzed related to the CSFT in initiative in Mary County, (a pseudonym) Illinois. Through interviews and analyzed documents, five themes emerge related to why the CSFT did not pass on Election Day in Mary County in 2011. Themes ranged from lack of collaboration among school officials and use of the CSFT revenue unclear, to a lack of consideration of others, no opportunity for input and distrust of the process. With such a need for new and improved school facilities and the added burden of school funding being such a confusing and misunderstood topic, school leaders must find ways to effectively communicate with and encourage voters to pass school funding initiatives like the CSFT sales tax.
Native Americans with Disabilities: Postsecondary Education Outcomes
Author: Graham, Deborah J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Correlation,Special Education,Standardized Tests,American Indian Students,Student Records,Regression (Statistics),Scores,Financial Support,School Districts,Data Collection,Postsecondary Education,Secondary Schools,Equal Education,Federal Legislation,Educational Legislation,State Standards,Barriers,Academic Persistence,Student Adjustment,Hypothesis Testing,Statistical Analysis

This correlation study examined relationships between special education and standardized testing variables of 100 Arizona secondary school districts with Native American populations, and the archival records for postsecondary outcomes between 2012 and 2014 of students with disabilities, using archival data collected by the Arizona Department of Education. Logistic Regression analysis results indicated no statistically significant relationships between Arizona Instrument to Measure Success test scores and special education services funding in relationship to districts that participated in compliance reviews for state performance plan Indicators 13 and 14, detailed in the article. Recommendations included establishing time-lines for disaggregated data collection, Local Education Agencies should increase practicing student outcome improvement strategies, and more targeted and specific research using similar variables with disaggregated data sets.
School Climate, Connectedness and Academic Achievement: Examining Positive Impacts from High School Mentoring Services
Author: Angus, Rebecca
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Student School Relationship,Academic Achievement,Outcomes of Education,High School Students,Mentors,Program Effectiveness,School Districts,Youth Programs,Educational Benefits,Student Surveys,Student Attitudes,Multivariate Analysis,Statistical Analysis

Schools regularly implement numerous programs to satisfy widespread expectations. Often, implementation is carried out with little follow-up examining data that could help refine or determine the ultimate worth of the intervention. Through utilization of both descriptive and empirical methods, this study delved into the long-term effectiveness of a locally developed mentoring program implemented within a large Southwest Urban School District. Findings from the study support the success of the local efforts. Additionally, they reveal several factors that could help guide future research while also contributing to the success of mentoring efforts being implemented within our nation's schools.
A Comparative Study of Pre-Service Education for Preschool Teachers in China and the United States
Author: Gong, Xin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Preservice Teacher Education,Preservice Teachers,Preschool Teachers,Associate Degrees,Bachelors Degrees,Informal Education,Educational Trends,Educational Change,Early Childhood Education,Case Studies,Educational Background,Online Courses,Teacher Qualifications,Practicums

This study provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data), we compare two areas of pre-service training: (1) the formal system; (2) the informal system. In the formal system, most of the Chinese preschool teachers are trained in secondary education school but and the system is shifting towards higher reliance on associate degree programs in higher education, whereas the majority of American preschool teachers receive pre-service education in bachelor's degree and associate degree programs. US has relied more on the formal system to cultivate preschool teachers, while China has to rely on some informal pre-service training to candidates without early childhood background, especially for places with preschool teacher shortages. Trends for possible reforms in the two countries and lessons for elevating preschool teacher preparation are discussed.
Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges
Author: Biddle, Catharine
Date: 2017-06-00
Type: Journal Articles
Subjects: Case Studies,Trust (Psychology),Feedback (Response),Educational Improvement,Cooperation,Educational Environment,Peer Evaluation,Educational Quality,Accreditation (Institutions),Evaluation Methods,Program Descriptions,Student Attitudes,Student Participation,Principals,High School Students,Teacher Attitudes,Selection Criteria,Teamwork,Teacher Student Relationship,Interviews,Administrator Attitudes,Institutional Evaluation,Meetings,Secondary School Teachers

Schools that build and support high levels of trust between stakeholder groups have been shown to support greater collaboration amongst those groups, including parents, teachers, administrators, and students (Tschannen-Moran, 2001). When stakeholders in schools feel the sense of psychological safety that accompanies trust, they are more willing or likely to engage in the behaviors that support continuous improvement, including speaking up about concerns or mistakes, seeking help or feedback from one another, innovating, and engaging in relational bridge-building across traditional institutional boundaries (Cosner, 2009). In addition to fostering collaborative behaviors, trust has been found to be related to a host of other positive organizational outcomes, such as the establishment of more just organizational structures in schools (Hoy and Tarter, 2004), greater organizational attachment by teachers (Bryk and Schneider, 2002), and healthier school climates (Tschannen-Moran and Gareis, 2015). Rarely, however, has trust between youth and adults been studied to understand how it might contribute to their successful collaboration and accomplishment of organizational goals or objectives (aside from student learning itself). This tendency is likely due to a strong institutional bias towards positioning students as the passive recipients of organizational reform efforts, rather than as active participants or collaborators in designing reforms to better serve their needs (Bragg, 2007; Cook-Sather, 2002; Fielding, 2001). This study seeks to identify the factors that led to trust formation between youth and adult teams engaged in one such initiative: a collaborative peer review project which engaged administrators, teachers and students in a quality review process developed as an alternative to the typical pathway to accreditation. Three schools participated in this alternative program in which joint teams of administrators, teachers, and high-school aged youth from each school used a variation on the practice of instructional rounds to gather information for continuous improvement efforts. The central research questions were: How was trust established between youth and adults working within collaborative peer review teams? What practices, beliefs and processes did participants perceive supported or undermined the formation of trust within these teams?
Can Higher Household Education Expenditure Improve the National College Entrance Exam Performance? Empirical Evidence from Jinan, China
Author: Zhang, Yu
Date: 2017-00-00
Type: Journal Articles
Subjects: Expenditures,College Entrance Examinations,Scores,Foreign Countries,Chinese,English (Second Language),Educational Quality,Family Income,Educational Finance,Measurement,Socioeconomic Status,Gender Differences,Rural Urban Differences,Regression (Statistics),High School Students,Tutoring,School Choice,Academic Achievement,Correlation,Statistical Analysis

The purpose of this study was to examine the effect of household education expenditure on National College Entrance Exam (NCEE) performance in China. Using a comprehensive dataset with a sample size of 5840 students collected in Jinan, China, this study found that the average effect of household education expenditure on NCEE performance is not significant, but it may have a significant and positive effect on those with higher test scores. There is a significantly positive effect on Chinese scores for students at the 0.75th quantile and on English scores for those at the 0.5th quantile.