ethanporcaro/eric-fulltext-meta huggingface dataset:
An Overview of Focal Approaches of Critical Discourse Analysis
Author: Jahedi, Maryam
Date: 2014-10-00
Type: Journal Articles
Subjects: Discourse Analysis,Social Cognition,Sociolinguistics,Language Research,Research Methodology

This article aims to present detailed accounts of central approaches to Critical Discourse Analysis. It focuses on the work of three prominent scholars such as Fairclough's critical approach, Wodak's discourse-historical approach and Van Dijk's socio-cognitive approach. This study concludes that a combination of these three approaches can be useful to critical analysis of texts.
Dehumanizing Communication Reified among Undergraduates and Lecturers: Issues and Suggestions
Author: Duvie, Adanma Nnekwu
Date: 2014-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Interpersonal Communication,Teacher Student Relationship,Peer Relationship,Humanization,Human Dignity,Intention,Learning Processes,Teaching Methods,Labeling (of Persons),Stereotypes,Social Bias,Foreign Countries

This paper discusses dehumanizing communication reified among undergraduates and lecturers. Dehumanization is the act of degrading people with respect to their best qualities and denial of humanness to others. On the other hand, communication is human interaction and learning. Communication becomes rude when it is deliberately directed resulting in dehumanizing communication. The paper, therefore, examines dehumanizing communication in terms of its being intentional and unintentional and dehumanizing communication between lecturers and students and among students. It also took a swipe on the effects of dehumanizing communication on students and lecturers as well as proffer solutions to mitigating effect of dehumanizing communication between lecturer and students and among students. The suggested solutions among others include inter-group dialogue programme among contending groups in the student community, establishment of multicultural centers on campus in order to bring contending groups together (i.e. lecturers and students of all races and ethnicity). A compulsory course on &quot;pedagogy of positiveness&quot; is also recommended in the university curriculum to instill in the students the value of respecting people who may be different.
Standard and Robust Methods in Regression Imputation
Author: Moraveji, Behjat
Date: 2014-07-00
Type: Journal Articles
Subjects: Mathematics,Computation,Robustness (Statistics),Regression (Statistics),Statistical Data,Simulation,Statistical Distributions,Research Methodology,Error of Measurement,Multivariate Analysis

The aim of this paper is to provide an introduction of new imputation algorithms for estimating missing values from official statistics in larger data sets of data pre-processing, or outliers. The goal is to propose a new algorithm called IRMI (iterative robust model-based imputation). This algorithm is able to deal with all challenges like representative and non-representative outliers and a mixture of different distributions of variables. This algorithm is compared to the algorithm IVEWARE to illuminate the advantages and disadvantages of different techniques for imputation in artificial data and real data sets from official statistics, with respect to robustness are proposed, especially in presence of outliers the model-based of new algorithm is preferable.
Is Storytelling Effective in Improving the English Vocabulary Learning among Iranian Children in Kindergartens?
Author: Abasi, Maasumeh
Date: 2014-07-00
Type: Journal Articles
Subjects: Story Telling,Vocabulary Development,Pretests Posttests,Kindergarten,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Private Schools,Language Teachers,Quasiexperimental Design,Pictorial Stimuli,Statistical Analysis,Teaching Methods,Language Tests

The aim of this study is to investigate the effectiveness of storytelling in improving English vocabulary learning among children in kindergarten. Twenty Iranian children (9 boys and 11 girls) in a private kindergarten in Kerman, Iran, were the participants of the study. All of the children were five years old and were taught English with the same teacher in a class in a kindergarten. The design of the study was one group pre-test post-test quasi experimental design. Both pre and post-tests included 20 vocabulary picture items taken from a story book teaching in the kindergarten. The statistical analysis revealed that storytelling was effective in increasing vocabulary learning among kindergarten children.
Exploring the Misrepresentation of Nigerian Women in Technical and Vocational Education in Polytechnic Institution
Author: Akor, Robert
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Womens Education,Womens Studies,Phenomenology,Qualitative Research,Semi Structured Interviews,Student Experience,College Students,Mathematics Anxiety,Social Support Groups,Gender Bias,Employment Potential,Role Models,Career Awareness,Family Work Relationship,Barriers,Educational Opportunities,Hermeneutics

Nigerian government is making frantic efforts to drive her economy by laying emphasis on technical and vocational education to enable her compete favorably in the global market. Emphasis of government is in Polytechnic education where skills for self-reliant and economic growth are a priority. However, women are not embracing this opportunity by participating in the program that will equip them with skills and contribute to national development. In all 14 female participants were purposefully selected from Polytechnic. Phenomenological methodology was adopted and data collected were transcribed and analyzed. Results from the study include math/science phobia, perceived social support, and contextual roles among reasons for misrepresentation of women in technical and vocational education. Unless women have increased access to technical and vocational education in order to build diverse technical skills their vulnerability to unemployment and poverty will be on the rise. The findings of this study will guide stakeholders to develop a framework for improving the enrollment of women in this field.
Competency Capacity Building Needs of Agricultural Science Teachers in Utilization of School Farm for Skill Acquisition among Secondary School Students
Author: Lawal, O. I.
Date: 2014-07-00
Type: Journal Articles
Subjects: Capacity Building,Agricultural Education,Questionnaires,Vocational Education Teachers,Teacher Education,Foreign Countries,Secondary School Students,Secondary School Teachers,Reliability,Seminars,Workshops,Teacher Attitudes,Faculty Development,Scores

This study sought to identify the competency capacity building needs of teachers of agricultural science in the utilization of school farm for skill acquisition among secondary school students in Ondo State, Nigeria). Four research questions guided the study. The study adopted the survey research design. The population used was 422, made up of teachers of agricultural science in senior secondary schools in Ondo State and 46 lecturers of agricultural education in tertiary institutions in Ondo and Ekiti States. The entire population was used for the study, hence there was no sampling. A-33 competency items questionnaire was developed and used for data collection. The questionnaire was validated by three experts from the Department of Vocational Teachers Education (Agricultural Education Unit), University of Nigeria, Nsukka. Cronbach alpha reliability method was used to determine the internal consistency of the instrument. A reliability coefficient of 0.81 was obtained. 422 copies of the questionnaire were administered on the respondents and 406 copies were retrieved and analyzed using weighted mean and improvement need index (INI) to answer the research questions. It was found out that teachers of agricultural science in Ondo State needed capacity building in all the 33 competency items identified in the following areas, planning and organizing school farm, implementing school farm practical, coordinating and evaluating school farm practical. It was recommended, among others, that the competencies identified in this study should be utilized in organizing retraining programmes inform of seminars, workshop or long vacation courses for teachers of agricultural science in secondary schools in all states of the federation.
Ethnic Conflict and Sustainable Development in Nigeria: The Role of Peace Education
Author: Alonge, Rufus A.
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Attitude Change,Behavior Change,Ethnic Groups,Conflict,Terrorism,Human Resources,Teaching Methods,Peace,Conflict Resolution,Social Justice,Trend Analysis

The issue of ethnic conflict in Nigeria has become a burning national issue with its attendant problems. Its current predominance is reflected in the reports of various activities of ethnic militant in the country coupled with the high rising terrorism activities in the northern part of the country from which the traces of ethnicity problem cannot be totally ruled out. However, the issue now nationwide is no longer the recognition of ethnic conflict and its increasing threats to lives and properties but on how to curtail and manage it so that both human and material resources being used for such activities can be geared towards bringing about sustainable development in all spheres of life. The problem could best be tackled through deliberate and sincere efforts to change the behaviour and attitudes of the people to become their brothers' keeper and tolerate one another. This could best be achieved upon the teaching of peace education in the schools. Therefore, this paper discusses ethnic conflict, reviews its trends and management and finally highlights the strategy for ethnic conflict resolution and management in Nigeria.
Skill Development in Science and Technology Education for Sustainable Development in Nigeria
Author: Modebelu, M. N.
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Science Education,Technology Education,Sustainable Development,Concept Formation,Vocational Education,Educational Strategies,Educational Practices

This paper reviews skill development in science and technology education, which is of crucial importance for sustainable development in Nigeria. The relevant concepts are introduced and robust argumentation is made with respect to the context of Nigeria.
A Contrastive Analysis of the Prepositions &quot;Of&quot; and &quot;From&quot;
Author: Ghasemi, Fereshteh
Date: 2014-07-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Form Classes (Languages),English (Second Language),Second Language Learning,Dictionaries,Indo European Languages,Error Analysis (Language),Linguistic Theory,Language Usage,Grammar,Definitions,Foreign Countries

The aim of this paper is to contribute to a better understanding of how prepositions are used. One of the grammatical features of contrastive analysis is preposition. In English there are more prepositions than in Persian. The contrastive analysis of this paper is focused on two English prepositions: &quot;of&quot; and &quot;from.&quot; These prepositions are used in many situations, but most of the time the learners get confused. They don't know the correct usage in a context. This study defined the prepositions &quot;of&quot; and &quot;from&quot; based on two dictionaries. Understanding these definitions help EFL learners to decrease their mistakes in using this group of prepositions. As the study will show, their usage differs in certain contexts.
A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated with Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?
Author: Bowne, Jocelyn Bonnes
Date: 2017-09-00
Type: Journal Articles
Subjects: Meta Analysis,Class Size,Early Childhood Education,Teacher Student Ratio,Experimental Groups,Control Groups,Teacher Student Relationship,Effect Size,Hierarchical Linear Modeling,Predictor Variables,Preschool Children,Program Evaluation,Teacher Effectiveness

This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child-teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child-teacher ratio showed nonlinear relationships with cognitive and achievement effect sizes. For child-teacher ratios 7.5:1 and lower, the reduction of this ratio by one child per teacher predicted an effect size of 0.22 standard deviations greater. For class sizes 15 and smaller, one child fewer predicted an effect size of 0.10 standard deviations larger. No discernible relationship was found for larger class sizes and child--teacher ratios. Results were less clear for socioemotional outcomes due to a small sample.
Advocating for Standards in Student Affairs Departments in African Institutions: University of Botswana Experience
Author: Pansiri, Barbra M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Advocacy,Student Personnel Services,Academic Standards,Educational Improvement,Educational Innovation,Professional Development,Professionalism,Educational History,Success,Barriers,Guidelines,Change Strategies,Foreign Countries

The Student Affairs Departments have seen immense growth over the years, from a discourse which had no academic relevance in higher education, to that which is expected to add value to the attraction, retention, and graduation of students. However, the latest developments have seen the role of Student Affairs Departments grow from &quot;in-loco parentis&quot; to educators who are expected to strategically position the image of their institutions to ensure that students are equipped with relevant, tried and tested skills in preparation for their studies, work, and civic engagement. The level of personal growth of students as they transition from secondary to tertiary institutions is now also traced to the effectiveness of Student Affairs personnel, policies, and structures. Thus the need for the visibility of such departments and the need to add value to higher education in the 21st century has escalated. More innovative ways of engaging students and academics in this social discourse has a bearing on a professional approach that places emphasis on standards. The argument is made for advancing standards in the sphere of Student Affairs as a method of enhancing needed visibility and adding value to African higher education, the focus of which is leading the continent's transformation agenda towards socio-economic development.
Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention
Author: Desimone, Laura M.
Date: 2017-09-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Middle School Students,Secondary School Science,Science Instruction,Intervention,Science Achievement,Program Effectiveness,Achievement Gains,Classroom Techniques,Group Discussion,Pedagogical Content Knowledge,Teaching Methods,Faculty Development,Cognitive Processes,Middle School Teachers,Teacher Surveys,Interviews,Science Tests,Teaching Experience,Student Characteristics,Structural Equation Models,Comparative Analysis

We use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement. Our study finds that implementation fidelity, operationalized as a measure of the frequency of implementation of the cognitive science principles taught in intervention teachers' professional development, helped to explain student achievement effects. Integrating findings from a structural equation model using data from 10,281 students and 124 teachers with a small subsample of teacher interviews, we also found that the intervention may work partly through fostering better classroom management and collaborative discussions that elevated practice. Furthermore, our results have implications for informing decisions about how to balance a focus on increasing teacher content knowledge, on one hand, and providing explicit pedagogical strategies linked to the curriculum, on the other. We additionally found that lower achieving classrooms had lower implementation scores, likely due to factors that hindered teachers' ability to use the cognitive science principles, such as less science class time or needing to adapt content to meet the needs of struggling students. Our study highlights the importance of anticipating--and calibrating interventions to--the contextual complexities of real-life classrooms, and it identifies several factors with the potential to contribute to improved design and evaluation of such interventions.
An International Immersion into Co-Teaching: A Wake-Up Call for Teacher Candidates in General and Special Education
Author: Oh, Kevin
Date: 2017-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Special Education,General Education,Case Studies,International Cooperation,Team Teaching,Second Language Instruction,English (Second Language),Foreign Countries,Partnerships in Education,Interpersonal Communication,Feedback (Response),Trust (Psychology),Interpersonal Relationship,Role,Inclusion,Qualitative Research,Phenomenology,Surveys,Interviews,Journal Writing,Student Teaching

This case study explored the short-term international co-teaching experience of pre-service general education teachers who were paired up with intern special education teachers (N = 8) to provide English language instruction to students in South Korea. Pre-, during-, and post-data were collected to investigate how the participants experienced their co-teaching. The narratives of two participants were chosen for phenomenological analysis, reflecting an overwhelmingly positive and a rather negative co-teaching experience. The key ingredients to a successful partnership were identified as open communication, the willingness to accept both positive and negative feedback, the willingness to learn from or get inspired by someone who may have less teaching experience, mutual respect and trust, compatibility of personal characteristics, and frequent check-ins. The potential threats to a positive relationship were identified as mismatched personalities, incompatible teaching goals, the lack of co-planning, conflicting approaches to lesson planning, unequal roles, infrequent check-ins, and lack of trust and respect. Despite these challenges, the findings indicate that immersing teacher candidates in co-teaching experiences resulted in positive perceptions of co-teaching and increased the participants' skills related to collaborative teaching for all but one candidate. The findings have led to recommendations for the successful set-up of co-teaching experiences.
Functional Technology for Individuals with Intellectual Disabilities: Meta-Analysis of Mobile Device-Based Interventions
Author: Kim, Jemma
Date: 2017-06-00
Type: Journal Articles
Subjects: Teaching Methods,Intellectual Disability,Meta Analysis,Handheld Devices,Telecommunications,Technology Uses in Education,Educational Technology,Program Effectiveness,Intervention,Individual Characteristics,Maintenance,Generalization,Assistive Technology,Literature Reviews

This study employs a meta-analysis of single-subject design research to investigate the efficacy of mobile device-based interventions for individuals with intellectual disabilities (ID) and to further examine possible variables that may moderate the intervention outcomes. A total of 23 studies, 78 participants, and 140 observed cases that met the inclusion criteria were included in the meta-analysis. The efficacy of interventions was measured by computing the percentage of nonoverlapping data points (PNDs) and compared across participants' characteristics, mobile device types, functions of mobile device use, target skills, and intervention strategies. The results showed that interventions with mobile devices for individuals with ID were very effective to acquire, maintain, and generalize the target skills. The magnitude of PNDs was not significantly affected by participants' characteristics, target skills, intervention strategies or types of mobile device use. Employment of the maintenance and generalization phases and the mastery criterion were significantly associated with PND scores. Mobile devices were mainly utilized as an instructional device for this population. The discussion includes suggestions for expanding the use of mobile devices to the daily activities of individuals with ID as functional technology (FT).
Using Errorless Teaching to Teach Generalized Manding for Information Using &quot;How?&quot;
Author: Bloh, Christopher
Date: 2017-06-00
Type: Journal Articles
Subjects: Autism,Teaching Methods,Verbal Operant Conditioning,Reinforcement,Males,Moderate Intellectual Disability,Responses,Training,Maintenance,Generalization,Handheld Devices,Educational Technology,Technology Uses in Education

Five reinforcing activities were presented to and interrupted for two participants with autism. An errorless teaching procedure was then introduced with two similar activities prompting the participants to request information saying &quot;How?&quot; in order to resume the activity. The dependent variable included both the cumulative number of times &quot;How?&quot; occurred and number of times he used the acquired information to access his reinforcer. Training was conducted across five clinicians to program for and determine generalization across both activities and people. Results suggest that one participant's manding for information generalized across activities and clinicians, although his utilizing the acquired information was not as apparent for 4 out of the 5 activities. The second participant's behavior suggested his manding to have generalized to 3 out of 5 activities but limited (2 out of 5) use of acquired information. A maintenance trial conducted three weeks after the study's conclusion indicated that the target behaviors were maintained.
More than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers&apos; Instruction
Author: Master, Benjamin
Date: 2017-09-00
Type: Journal Articles
Subjects: Language Arts,English Teachers,Teacher Effectiveness,Value Added Models,Mathematics Teachers,Comparative Analysis,Standardized Tests,Scores,Achievement Gains,Skill Development,Urban Schools,Achievement Tests,State Standards,Teacher Influence,Middle School Teachers,Elementary School Teachers,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Evidence that teachers' short-term instructional effects persist over time and predict substantial long-run impacts on students' lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers' value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers' value-added effects on student learning over multiple school years and across subject areas. We find that, in comparison with math teachers, English language arts (ELA) teachers' impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines. Our results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.