ethanporcaro/eric-fulltext-meta huggingface dataset:
Word Saliency and Frequency of Academic Words in Textbooks: A Case Study in the &quot;New Standard College English&quot;
Author: Liqin, Yan
Date: 2014-00-00
Type: Journal Articles
Subjects: Word Frequency,Discourse Analysis,Content Analysis,Academic Discourse,Word Lists,Textbooks,Computational Linguistics,College Students,Qualitative Research,Statistical Analysis,Vocabulary Development,College English,Case Studies,Foreign Countries

Though textbooks are one of the main vocabulary input resources for domestic college students and core contents of learning and testing (Liu, 2013), few empirical studies are done to evaluate learning opportunities provided by textbooks. This empirical study is designed to analyze what learning opportunity is provided in a currently used series of textbooks of academic words, which in the present study are all from the 570-item Academic Word List (AWL) that Coxhead (2000) produces based on his self-constructed academic corpus. Through the interpretation of the quantitative and qualitative results, it was found that a favorable learning opportunity of academic words was provided in the number of academic word families appearing in the textbooks, their frequency distribution, and the word in-depth knowledge. The pedagogical implications were as follows: the occurrences of new words in the texts could be adjusted and controlled so as to ensure learners' learning and use of them, and more attention should be paid to the collocation of words in the textbook designing process, which is vital to realize contextual richness and is conducive to acquire vocabulary.
Students with Learning Disabilities and Challenging Behaviors in Jordan
Author: Abu-Hamour, Bashir
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Behavior Problems,Student Characteristics,Student Behavior,Institutional Characteristics,Gender Differences,Resource Room Programs,Special Education Teachers,Public Schools,Private Schools,Questionnaires,Symptoms (Individual Disorders),Educational Environment,Comorbidity,Grade 4,Grade 5,Grade 6,Statistical Analysis,Elementary School Students

This paper reports the findings of a study which aimed to explore the learning and behavioral characteristics of students with Learning Disabilities (LDs) in Jordan. Specifically, variables that related to challenging behaviors, school's type, and gender differences were investigated. Four resource room teachers in public and private schools were asked to rate (168) students with LDs on the Arabic version of the Building Blocks Questionnaire (Mather &amp; Goldstein, 2008). The findings indicate that over half of the students with LDs are suffering from challenging behaviors. In addition, students with LDs in private schools presented a better learning and behavioral profile than students with LDs in public schools. The results also showed that there is female under representation in special education services in Jordan. Implications and limitations of the study are discussed with reference to previous research and directions for future investigation.
The Epistemological Perceptions of the Relationship between Physics and Mathematics and Its Effect on Problem-Solving among Pre-Service Teachers at Yarmouk University in Jordan
Author: Al-Omari, Wesal
Date: 2014-00-00
Type: Journal Articles
Subjects: Epistemology,Foreign Countries,Preservice Teachers,Student Attitudes,Physics,Correlation,Problem Solving,Mathematics Instruction,Science Instruction,Learning Motivation,Role,Knowledge Base for Teaching,Pedagogical Content Knowledge,Qualitative Research,Observation,Interviews

The purpose of this paper was to examine the perception pre-service teachers hold to the nature of the relationship between physics and mathematics. The study examined this relationship in reference to their performance in problem solving and strategies they used. The results of this empirical study suggested that most participants hold a naïve epistemological view that considers mathematics as an instrumental tool for learning physics. The results indicated that these views could be attributed to failure physics problem solving.
Analyzing Public Sector Education Facilities: A Step Further towards Accessible Basic Education Institutions in Destitute Subregions
Author: Talpur, Mir Aftab Hussain
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Sector,Educational Facilities,Disadvantaged Environment,Disadvantaged Schools,Access to Education,Developing Nations,Rural Areas,Interviews,Observation,Administrator Attitudes,Educational Development,Elementary Secondary Education,Institutional Characteristics,Regional Characteristics,Demography,Literacy,Foreign Countries

Rural subregions of the developing countries are suffering from many physical and socioeconomic problems, including scarcity of basic education institutions. The shortage of education institutions extended distance between rural localities and education institutions. Hence, to curb this problem, this research is aimed to deal with the basic education institution's shortage, according to available local standards and demographic features. This is an attempt to lower down the distance between the rural population and basic education institutions. Data were collected through interviews, field visits and from the concerned authorities of the study area. The basic education institution's shortage is determined up to the year 2035, which could help in formulating education policy plans. It is expected that local people's accessibility towards rural education institutions can be increased, which may put a positive impact on the declining literacy rate of a rural population.
Growing Leaders in Native American Communities: An Interview with Gerald Eagle Bear
Author: Hill, Sara
Date: 2006-00-00
Type: Journal Articles
Subjects: Interviews,American Indians,Youth,Youth Programs,Intervention,Conferences (Gatherings),Social Development,Political Issues,Social Justice

In the summer of 2005, I interviewed Gerald Eagle Bear about his work to promote civic and cultural engagement among Native American youth. Eagle Bear is program manager of the Oyate Networking Project, an affiliate of Christian Children's Fund, in Mission, South Dakota. The organization focuses on early childhood education, youth violence prevention, and community education. It holds an annual Youth Leadership Conference in Rapid City, SD; last April's conference drew 550 participants from five states. Participants in the conference are recruited through advertisements in magazines and Native American newspapers. In addition, Eagle Bear visits schools and makes door-to-door visits to recruit youth.
Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days
Author: Blank, Susan
Date: 2006-00-00
Type: Journal Articles
Subjects: Civics,After School Programs,Advocacy,Youth Programs,Financial Support,Citizenship Education,Democracy,Leadership Training,Social Development,Emotional Development,Government Role,Problem Solving,Social Problems,Political Issues

Cosponsored by Coalition for After-School Funding (CASF) and The After-School Corporation (TASC), After-School Advocacy Days have been held annually in Albany, NY since 2000. These events are enormously helpful to the two sponsors' efforts to influence officials who make decisions about funding afterschool programs. The annual event is designed to help young people convince legislators to continue and expand afterschool programming. Besides the role that a strong youth presence plays in delivering the Advocacy Day message to lawmakers, the day's organizers cite equally important educational and youth development purposes for the event. Advocacy Day exposes young people to an experiential civics lesson that gives them a feel for participating in democratic processes. The event's active and participatory nature also offers youth opportunities to exercise leadership and speaking skills that contribute to social and emotional growth. Advocacy Day takes place against a backdrop of concern about whether today's youth will be ready and willing to participate in civic affairs when they become adults. TASC and CASF have found that Advocacy Days help students make connections between government's problem-solving role and the concerns they currently face in their daily lives. Nonprofit organizations considering their own advocacy days are likely to face legal and ethical concerns, such as jeopardizing their tax-exempt status. This paper includes suggestions for addressing such concerns, as well as maximizing the educational value of Advocacy Days. [&quot;Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days&quot; was written with Lucy N. Friedman and Kathleen Carlson.]
Exploratory Students' Experiences with First-Year Academic Advising
Author: Workman, Jamie L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Faculty Advisers,Academic Advising,Grounded Theory,Phenomenology,Semi Structured Interviews,Models,Decision Making,Career Choice

Six sophomore students who had entered a public midwestern university as undeclared participated in the study. The advisors used a modified form of appreciative advising designed to assist first-year exploratory students. The study was conducted using grounded theory techniques, a phenomenological perspective, and semi-structured interviews. At the time of interview some participants had declared majors. Themes that emerged from the data were categorized according to the Schlossberg transition model. The study provides insight into meaning making that can aid the practice of advising this unique population through career-related and decision-making processes.
An Example of the Use of Research Methods and Findings as an Experiential Learning Exercise in an Accounting Theory Course
Author: Bublitz, Bruce
Date: 2015-07-00
Type: Journal Articles
Subjects: Experiential Learning,Masters Programs,Graduate Students,Behavior Theories,Finance Occupations,Accounting,Student Attitudes,Research,Decision Making,Disclosure,Instructional Effectiveness

The purpose of this teaching note is to describe an experiential learning exercise used in a master's level financial accounting theory course. The experiential exercise illustrates how order effects can affect user's judgments, a long-standing research finding. This experiential exercise was used in an attempt to make students more cognizant of and accepting of behavioral accounting theories and/or concepts as they pertain to users of financial accounting information. This research-based experiential exercise was used in three separate yearly offerings of a financial accounting theory course. In-class use of this research-based experiential exercise resulted in greater student acceptance of behavioral accounting theories and concepts. While experiential exercises, in general, are more commonly used to illustrate practice-based methods and procedures, the purpose of this experiential exercise was to lend greater credence to the findings of accounting research to a student audience.
The Relationship between Teacher Knowledge and Skills and Teacher Attitude towards Students with Disabilities among Elementary, Middle and High School Teachers in Rural Texas Schools
Author: Alfaro, Veronica
Date: 2015-07-00
Type: Journal Articles
Subjects: Knowledge Base for Teaching,Teacher Attitudes,Attitudes toward Disabilities,Elementary School Teachers,Middle School Teachers,High Schools,Secondary School Teachers,Rural Schools,Teaching Skills,Educational Legislation,Federal Legislation,Likert Scales,Teacher Surveys,Regular and Special Education Relationship,General Education,School Policy,Teaching Methods,Teacher Competencies,Symptoms (Individual Disorders),Teacher Characteristics,Individualized Education Programs

State and federal accountability continues to be a major part of public education. The impact that federal legislation has had when working with special needs students adds another facet to public education. Both state and federal accountability play a part in how teachers perceive their attitudes when working with students with disabilities This quantitative study investigated the relationship between teacher perceived knowledge and attitude towards students with disabilities at elementary, middle, high school and K-12 levels in rural school districts in south Texas. Through the use of the Regular Education Teacher Perceptions Survey (RETPS) instrument, data were collected and analyzed. The survey instrument utilizes a five-point Likert type scale to collect data. Identifying areas of needs through the study may assist school districts in better preparing staff to work with students with special needs. Correlations were computed among all attitudes for knowledge of policies and procedures and knowledge of instructional strategies. Secondary scored significantly less than K-12 on total attitudes.
Achievement and Experiences of First and Second-Generation Students in a Rural South Texas High School
Author: Montemayor, David
Date: 2015-07-00
Type: Journal Articles
Subjects: Rural Schools,Academic Achievement,Generational Differences,Social Networks,Qualitative Research,Statistical Analysis,Hispanic American Students,Immigrants,Socioeconomic Status,Comparative Analysis,Grade 10,Secondary School Students,Public Schools,Mathematics Tests,Geometry,Predictor Variables,Student Surveys,Semi Structured Interviews

Hispanic immigrant students face several challenges to academic success. The purpose of this sequential explanatory research was to identify academic differences that existed between first and second generation Hispanic immigrant students on the 10th grade Geometry End of Course scores in a public, rural high school in south Texas and to focus on the students' experiences in school. While no significant differences were found quantitatively, the qualitative analysis found that the participants had not encountered major obstacles as depicted in the review of the literature. Rather they utilized a resilient social network to counter obstacles and have positive school experiences.
Using Technology to Provide Differentiated Instruction for Deaf Learners
Author: Shepherd, Carol M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Teaching Methods,Deafness,Individualized Instruction,Educational Technology,Technology Uses in Education,Hearing Impairments,Visual Stimuli,Telecommunications,Assistive Technology,Student Motivation,Learner Engagement,Asynchronous Communication

Knowledge is power. Technological devices provide the new pathway to online learning and student retention. This is especially true for deaf learners, who have difficulty learning with the traditional pedagogies used in teaching. Results of studies have indicated that students using the suggested new technologies become more interested and actively engaged in their classes, and have a higher level of retention than students in traditional online and onsite classes. Diverse modalities used in acquiring information have the potential to expand visual creativity and visual intelligence (Smith, 2006). It is important to empower students to become active, involved learners, and provide them with the tools and incentives to achieve academic success.
Educators' Perceptions of Response to Intervention Implementation and Impact on Student Learning
Author: Cowan, Carolina
Date: 2015-07-00
Type: Journal Articles
Subjects: Program Implementation,Teacher Attitudes,Academic Achievement,Correlation,Qualitative Research,Elementary School Teachers,Federal Legislation,Educational Legislation,Disabilities,Equal Education,Program Effectiveness,Credibility,Hispanic Americans,Females,Interviews,Teacher Responsibility,Progress Monitoring,Faculty Development,Response to Intervention

The Response to Intervention Framework has created a change in the paradigm of the educational system where educators must pursue other avenues before embarking on testing and labeling a child. The Response to Intervention initiative has provided educators with a research based framework that can be implemented at all levels of schooling. There has been much research done about the success of the research-based model itself, but there is research lacking in the area of educators' perceptions of the process. This qualitative study asked elementary educators who are involved in the day-to-day implementation of the Response to Intervention program to share their thoughts, experiences, and perceptions regarding the program and its implementation in their school. Results of the data from this study revealed that while the Response to Intervention framework is a research based program; the participants in this study shared that modifications need to be made in order to maximize the positive impact of the framework. Results from this naturalistic inquiry are significant because of the contribution the study makes to the research literature that could potentially modify the structure of the implementation of Response to Intervention.
Integration of Blackboard in the Online Learning Environment
Author: Masino, Monica
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Blended Learning,Technology Uses in Education,Distance Education,Online Courses,Facilitators (Individuals),Integrated Learning Systems,Universities,Teacher Surveys,Online Surveys,Teacher Attitudes

Over the past 5 years there seems to have been an influx of university's across the nation moving their academic programs to the blended environment. While the purpose of distance education is to make education and training more available to persons that may not have time to attend a face-to-face course or training. In 2008, the UWI created the Open Campus to make education and training available to the masses across the Caribbean. Its operations of distributing education across the region was scaled-up as it forged ahead with blended programming. With the integration of any new technology into an online learning system there should be thorough research to inform best practices and an implementation plan to guide how the new technology is to be utilized. Distance education, in every form, has always been an avenue for providing training to a mass amount of learners. However, depending on the distance method used to deliver training/instruction the learner may feel isolated due to lack of face-to-face interaction. With the integration of Blackboard in teaching and learning environment, course facilitators believe it contributes to effective communication and student learning. The purpose of this paper is to show how Blackboard has contributed to improved communication, delivery of instructional content and support of students enrolled in online courses.
Should College Education Play a Significant Role in Teaching Students about Ethics?
Author: Coleman, Phillip D.
Date: 2015-07-00
Type: Journal Articles
Subjects: Ethical Instruction,Ethics,Higher Education,Likert Scales,Gender Differences,Racial Differences,Educational Responsibility,School Responsibility,Student Surveys,Student Attitudes,Comparative Analysis

A ten question survey was administered to a medium size university in the Midwest. The responses were fashioned in a 5-item Likert Scale ranging from Strongly Disagree to Strongly Agree. The results were interpreted by SPSS and relationships, frequencies, and descriptive statistics were drawn from the results of this program. The purpose of this study was to investigate the findings of this survey that indicated that one's education institution should be responsible for ethics training and whether one's sex or race would determine their stand on ethics education. Several items of interest were derived from this study including science and engineering as the only discipline that indicated ethical training could be achieved before one enters university life as indicated in the appendices.
Culturally Responsive Practices as Whole School Reform
Author: Mayfield, V. M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Cultural Relevance,Educational Change,Racial Differences,African American Students,White Students,Achievement Gap,Racial Discrimination,Middle Schools,Parent Participation,Educational Practices,Concept Formation,Academic Achievement,Observation,Interviews,Focus Groups,Leadership Effectiveness,Leadership Styles,Educational Environment,Teaching Methods,Beliefs,Professional Development,Best Practices,Effective Schools Research

Despite our best efforts, black children still lag behind white children in academic performance on standardized academic measures. Unconscious racism and our lack of ability to confront it present the most salient reason for the indefatigable prevalence of inequitable opportunities for children of color which undeniably result in achievement gaps. This study identified specific culturally responsive practices schoolwide in a middle school that is successfully closing academic opportunity gaps between White and Black students. The findings indicate professional development served as a conduit for ongoing discussions on race and building the cultural competency of staff. These discussions served to promote culturally responsive practices found in leadership, parent engagement, learning environment, and pedagogy.
Experiences with Classism: A Look at Social Class in a Rural High School
Author: Pietrantoni, Zachary
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Class,Social Bias,Rural Schools,High Schools,High School Students,Student Experience,Ethnography,Qualitative Research,School Counselors,Participant Observation,Semi Structured Interviews

The American School Counselor Association's (ASCA) National Model (2012) stated school counselors serve as advocates for equity in access and success in educational opportunities for all students; however, Lott (2002) suggested classism now affects more students than in previous generations. Most research has focused on college students and little research has addressed the experiences with classism for high school students. The researchers addressed this gap through an ethnographic qualitative study on experiences with classism of a rural high school in Illinois. The researchers concluded with implications for school counselors and future research on the area of classism in high schools.
Differences in College Greek Members' Binge Drinking Behaviors: A Dry/Wet House Comparison
Author: Brown-Rice, Kathleen
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Alcohol Abuse,Drinking,Fraternities,College Housing,Sororities,Scores,Measures (Individuals),Statistical Analysis,Case Studies,Student Attitudes,Surveys

College Greek life students self-report high rates of binge drinking and experience more alcohol-related problems than students who are not members of the Greek system. But little research has been conducted to measure differences in alcohol-free housing (dry) and alcohol-allowed housing (wet). The purpose of this quantitative study was to investigate the alcohol consumption of Greek houses (dry sorority, wet fraternity, dry fraternity). It was found that in the Greek community, university students' scores on the Alcohol Use Disorders Identification Test-Consumption (AUDIT-C) were significantly lower for dry sorority housing members than both the wet fraternity and dry fraternity housing members, with no significant difference found between the wet and dry fraternity participants. Regardless of type, Greek-affiliated students' drinking levels appear to be high and exceed what is considered safe on the AUDIT-C for both female and male Greek students.