ethanporcaro/eric-fulltext-meta huggingface dataset:
Five Basic Types of the English Verb
Author: Gu, Wenyuan
Date: 2018-07-20
Type: Reports - Descriptive
Subjects: Verbs,English,Grammar,English Language Learners,Language Usage,Second Language Learning

Five basic types of the English verb were summarized and illustrated with many examples on the basis of the writer's teaching experience and extensive review of various literatures from different English grammar books, reference books, and the consultation of English dictionaries, in order for those English language learners to further understand how to use the verb correctly.
The Road to Recovery from Alcoholism and Addiction: Retribution or Restoration?
Author: Schneller, Peter L.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Alcoholism,Substance Abuse,Drug Abuse,Addictive Behavior,Intervention,Rehabilitation,Foreign Countries,Drug Rehabilitation,Role of Education

According to the National Institute on Drug Abuse, the abuse of alcohol, tobacco, and illicit drugs in United States costs over 740 billion yearly (https://www.drugabuse.gov/relatedtopics/trends-statistics, accessed March 2018). However, statistics like this rarely include the toll that alcohol tobacco, and illegal drugs takes on family members, employers, educators, or the incredible number of accidental deaths from overdoses, car accidents, etc. This paper examines the historical ways that substance abuse has been dealt with in the US, and includes Portugal's and Germany's new policies toward addicts as a possible way forward. It focuses on education as a vehicle for restorative means of dealing with the addiction pandemic. [For the complete Volume 16 proceedings, see ED586117.]
An Overview of Integrating Arts and Creative Practices to a Business Programme: QAHE in Partnership with Ulster and Northumbria Universities
Author: Achinewhu-Nworgu, Elizabeth
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Business Administration Education,Art Activities,Creative Activities,Foreign Countries,College Students,Student Attitudes,Foreign Students,Integrated Activities,Art Education,Partnerships in Education

The prompt for this study came about as a result of my previous paper presented in 2017 in relation to examining the role of creative art and link in education, originated from Prof. Claudio-Rafael Vásquez-Martínez work on arts and painting in education. For the present study, qualitative data was gathered using observation and focus group interviews with Business students and teachers at QAHE in partnership with Ulster, Northumbria, Roehampton and Middlesex Universities in London Campus. The findings indicate that creative arts can be linked to any form of learning and in doing so, would depend on how the teachers communicate the idea to the learners and how the students may perceive their learning styles from the process. The key challenge for QAHE is linking arts and creativity to other business curriculum for the benefit of other learners. [For the complete Volume 16 proceedings, see ED586117.]
Challenges and Opportunities of Professional Development in Teacher Education at a South African University in a Pre- and Post-Democratic Era
Author: Smith, Juliana Maria
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Social Change,Racial Segregation,Foreign Countries,Educational History,Universities,Educational Policy,Educational Change,Standards,Educational Resources,Teacher Education Programs,Barriers,Democracy,Educational Opportunities

The nature of teacher education in South Africa and institutions of higher learning, like the University of the Western Cape (UWC), is reflected by the country's history. The history of the Faculty of Education is intimately tied up with the anti-apartheid and social reconstructionist history of UWC and the apartheid policies of educational segregation. This paper therefore reviews the historical context of the history and manifestations of teacher education within the Faculty in a pre- and post-democratic South Africa. Challenges and opportunities for growth are knotted with the history of the University itself. Although the democratic dispensation had the ambition to produce well trained and professional teachers, the impact of the country's teacher education history has remained visible within institutions of higher learning such as UWC. Teacher education and development in South Africa harbours challenges due to the country's history, therefore time and resources would be required to adjust the educational sector to expected standards. [For the complete Volume 16 proceedings, see ED586117.]
A Grounded Theory of ECD Principals&apos; Self-Care and Workplace Wellness-Promotion Practices
Author: Kruger, Erika
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Principals,Daily Living Skills,Administrator Attitudes,Well Being,Early Childhood Education,Disadvantaged,Wellness,Work Environment,Professional Recognition,Peer Relationship,Self Determination,Foreign Countries,Caring,Religious Factors

The purpose of this grounded theory study is to discover the self-care actions, habits and attitudes, which contribute to occupational wellbeing of ECD [Early Childhood Development] crèche principals in a disadvantaged community. Failure to take care of one's own wellness and self-care jeopardises occupational functioning and the business. I explore the participants' self-care practices along different dimensions of living, to establish how they take care of themselves personally as well as in the workplace. [For the complete Volume 16 proceedings, see ED586117.]
Re-Contextualization of Effectiveness and Efficiency in Post-Socialist Education
Author: Želvys, Rimantas
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Social Change,Social Systems,Efficiency,Neoliberalism,Educational Change,Comparative Education,History,Cultural Background,Religious Factors,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students

Transformation of post-socialist educational systems is perhaps one of the most interesting and at the same time underestimated in its importance, developments in the history of comparative education. After the three decades of post-socialist development one can note significant differences between the countries which once had identical or very similar educational systems. Perhaps the most interesting topic for comparativists to explore is the question: why instead of convergence do we observe the increasing divergence of education in the post-socialist area? One of the possible answers is that post-socialist countries perceived the new ideology, namely, the ideology of neoliberalism, in their own specific way, which was determined by their historical, cultural and religious heritage. The concepts of effectiveness and efficiency in education can be considered as one of the typical cases of recontextualization. The paper provides several examples showing that these concepts are still interpreted in different ways in the East and in the West. [For the complete Volume 16 proceedings, see ED586117.]
Analyzing Discursive Interactions of South African Academics in an Online Forum through Young&apos;s Communicative Model
Author: Postma, Louise
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: College Faculty,Foreign Countries,Racial Bias,Power Structure,Computer Mediated Communication,Teacher Attitudes,Social Change,Educational Change,Educational History,Democracy,Racial Differences,Blacks,Whites,Cultural Differences,Student Attitudes,Discourse Analysis

This paper explores academics' interaction in an online forum, situated on the intranet of a South African university, where perceptions of racism within a larger discourse about transformation are shared and debated. The communicative model of democratic discourse directs the interpretation of an emancipatory discursive interaction, following a deductive textual analysis of the forum and interview texts from selected participants. The communicative model discourages normative judgements of others and focuses on an understanding of difference. The findings indicate that participants who engage in a deliberative demonstration of power, do not appreciate diverse social-historical contexts. Discursive interactions which indicate an understanding of participants' contexts are marked by a mitigating and sympathetic approach which allows for doubt in the judgements of participants. These mitigating interactions do however not persuade all participants to critically reflect on limiting opinions, attitudes and ways of interaction. An online curator who invites participants from diverse contexts might make the discourse more nuanced, create the opportunity to understand multiple realities and facilitate a transformative discussion. [For the complete Volume 16 proceedings, see ED586117.]
State of Modern Education in Nigeria
Author: Obire, Omokaro
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Finance,Financial Support,Role of Education,Social Influences,Developing Nations,Educational Resources,Educational Change,Curriculum Development,Student Attitudes,Learning Motivation

Education is an ever evolving system, taking cues from past success to help educate future generations. With so many different views and influences contributing to modern education standards, it can be easy to lose the sight of where education should go and what it should be achieving. Education is thought to benefit more than the individual, it contributes to society's structure, and with this in mind does this apply to modern day Nigeria? Education today in Nigeria is no longer the most important and influential institution in the society. The previous belief that educational system is sole built to produce a meritocracy where individual promise is acknowledged and developed through academic achievement is now a mirage. Our modern society is one that is globalised and is based on information and innovation, and they, in turn are highly knowledge intensive. Education's role in modern society is of great importance, the quality rather than the quantity should be the governments' focus. However, in many developing countries the policy makers are opportunists and barely literate. There has been much emphasis placed on the building of universities. The education of citizens is low on the list of priorities. The most basic educational aids such as books and facilities are generally of low quality and in many cases lacking. In the modern society stable jobs with predictable careers are disappearing. They are being replaced by &quot;flexible labour&quot;. Nigeria needs more or less radical reforms, and there should be support for curriculum development and experiment. We all need to come together and figure out how we can change students' minds and make them want to learn. The problems of teaching, the recruitment to, and the attitudes toward education in Nigeria are deeply embedded in a wider social context and are not amenable to easy one-off solutions. [For the complete Volume 16 proceedings, see ED586117.]
Mental Health Status of M.Ed. Students with Respect to Gender in Kerala
Author: Moradi Sheykhjan, Tohid
Date: 2017-11-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Gender Differences,Mental Health,Graduate Students,Masters Programs,Student Surveys,Student Attitudes,Self Concept,Self Actualization,Personal Autonomy,Psychological Patterns,Teacher Education Programs

The present research endeavor was aimed to assess Gender differences in Mental Health Status of M.Ed. students in Kerala. The sample of the study consisted of 314 M.Ed. students, of which 49 were males and 265 were females in Kerala. The method used for the present study was survey method. Mental Health Status Scale (M.H.S. Scale) was used and t-test was used for the analysis of data. The statistical results of the study indicated that, there was no significant difference in each of the components of Mental Health Status with respect to Gender among the students in Kerala. In general, there was no significant difference in Mental Health Status with respect to Gender among the students in Kerala. Based on the findings obtained, the present study provides educational implications for better educational outcomes as well as for further researches in the research area based on the findings.
Commentary on Interpreting University Instructors&apos; Writing Prompts: How Students&apos; Struggle with Understanding Post-Secondary Assignments
Author: Soiferman, L. Karen
Date: 2018-00-04
Type: Reports - Descriptive
Subjects: College Faculty,Writing Instruction,Writing Assignments,Prompting,Cues,College Students,Essays,Research Papers (Students),Teacher Expectations of Students,Comprehension,Grading,Guidelines,Scoring Rubrics,Grammar,Grade Inflation

The purpose of this article was to look at some of the issues students have with reading and interpreting their instructors' post-secondary writing prompts. Every student, who attends a post-secondary institution, will at some point in their university/college career be asked to submit a writing assignment of some kind. The most common assignment in post-secondary institutions remains the research essay. The first problem, with these assignments, arises due to the name of the assignment. Some instructors call it an argumentative essay, some call it a persuasive essay, some call it an explanatory essay, and some call it a research paper. In most cases the instructors expect the same assignment despite the different names. They expect a research paper incorporating evidence using direct quotes, paraphrases, or summaries of the information found in journals or books. One of the problems with these types of assignments is that the students' often do not understand what they are meant to do because they do not understand the writing prompts provided by their instructors. Instructors may think that their prompts are crystal clear but students may think otherwise. This article looks at the problems that occur when instructors and students are not in sync with each other. This mismatch often leads to papers that are not what the instructor intended and thus students do not get the grade they expected through no fault of their own.
School Heads of Department&apos;s Role in Ensuring Teacher Professional Development in Mathematics: The South African Context
Author: Mampane, Tebogo Jillian
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Instruction,Foreign Countries,Faculty Workload,Department Heads,Administrator Role,Blacks,Multiracial Persons,Indians,Slums,Urban Areas,Pedagogical Content Knowledge,Secondary School Teachers,Mathematics Teachers,Mathematics Achievement,Teaching Methods,Teacher Effectiveness,Disadvantaged Schools

The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders (Rosenfeld, Ehrich &amp; Cranston, 2009). Principals of public secondary schools delegated greater responsibility to Heads of Departments who had to ensure that Mathematics teachers are professionally developed. Although Mathematics serves as a foundation subject for many other disciplines (Roesken, 2011; Lerman, 2000), the new Mathematics curriculum and teaching standards do not match the qualified and competent Mathematics teachers, nor do they address problems in township schools, where high-quality Mathematics teaching is needed (Darling-Hammond, 2000). The term township refers to the underdeveloped urban living areas previously reserved, and still is, the residential areas for Blacks, Coloureds and Indians. Township and rural schools in South Africa have considerably fewer opportunities to excel in Mathematics, because teachers in these schools lack knowledge and skills in Mathematics and the schools are also under-resourced. The assumptions is that good teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Teachers need relevant subject knowledge and professional development to handle and support the teaching-learning tasks expected of them in Mathematics teaching. Currently what is available as teacher professional development is inadequate, especially in the South African (SA) context (Borko, 2004). Despite the belief that school-based Teacher Professional Development may have a positive impact on the teaching of Mathematics, little is known about how HoDs support the professional development of Mathematics teachers. [For the complete Volume 16 proceedings, see ED586117.]
Internet Research Ethics: Digital Citizenship Education
Author: Moradi Sheykhjan, Tohid
Date: 2017-11-00
Type: Speeches/Meeting Papers
Subjects: Internet,Online Searching,Educational Research,Social Science Research,Ethics,Participation,Information Sources,Informed Consent,Confidentiality,Privacy,Information Management,Risk,Access to Information,Online Systems,Consumer Economics,Computer Mediated Communication,Computer Literacy,Prosocial Behavior,Freedom of Speech,Information Security,Computer Uses in Education,Information Technology

Our goal for this paper discusses the main research ethical concerns that arise in internet research and reviews existing research ethical guidance in relation to its application for educating digital citizens. In recent years we have witnessed a revolution in Information and Communication Technologies (ICTs) that has transformed every field of knowledge. Education has not remained detached from this revolution. Ethical questions in relation to technology encompass a wide range of topics, including privacy, neutrality, the digital divide, cyber crime, and transparency. In a growing digital society, digital citizens recognize and value the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they engage in safe, legal and ethical behaviors. Too often we see technology users misuse and abuse technology because they are unaware of what is appropriate. The true purpose of education in the digital age is to empower, researcher, educators, students, and families to be empathetic, responsible consumers and creators in the digital space and to maintain a community that values and practices positive digital citizenship. Educational and social science researchers should continue to seek better and more responsive guidelines that describe how to deal with ethical issues arising in various online research situations, contexts, and conditions and to educate the community by publishing and sharing their practices, findings, and solutions. Responsible practitioners, researchers and scholars need to become informed of current ethical best practices and make every effort to use appropriate ethical guidelines when designing and conducting research using the internet.
Cultural Challenges Facing Teachers Working with International Students -- A Case Study of QAHE
Author: Nworgu, Queen Chioma
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Foreign Students,Undergraduate Students,Cultural Differences,Foreign Countries,Graduate Students,Business Administration Education,Barriers,English (Second Language),Second Language Learning,College Faculty,Higher Education,International Education,Student Adjustment,Teacher Attitudes,Student Attitudes

Leaving home countries to study in another country can impose a big cultural challenge to students and teachers in the classroom. This study will aim to share the experience of teaching and interacting with international students, with main focus on Romanian students studying at QA higher education in partnership with Northumbria, Ulster, Roehampton and Middlesex Universities based in London. The main purpose for this study was to compare our previous studies that focused on Nigerian students' experiences studying in the UK intuitions. The students concerned for this current study are both on undergraduate and postgraduate programmes in Business Studies. QAHE has over 3,000 foreign students on their Business programmes comprising Romanian, Bulgarian, Italian, and others from Mexico, Columbia, China, Vietnam and few from the UK. Majority of the undergraduate students are from Romania studying undergraduate Business programme and the rest studying postgraduate Business programme are mainly from other foreign countries. [For the complete Volume 16 proceedings, see ED586117.]
Nationality and Culture as Factors Influencing Creativity Levels in Candidate Teachers: A Comparative Study between the United States and Turkey
Author: Lozano, Ricardo
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Education,Creativity,Preservice Teachers,Preservice Teacher Education,Cultural Differences,Individualism,Collectivism,Self Concept,Writing Assignments,Freehand Drawing,Individualized Instruction

Through this study, students in their corresponding countries were led in identical activities allowing them to express themselves freely. The study observed differences in creativity among diverse students. The findings of this research challenge fundamental assumptions concerning levels of creativity displayed by particular cultures. [For the complete Volume 16 proceedings, see ED586117.]
Predicting Grades and Mastery of Accreditation Standards of College Students Using a Learning Management System
Author: Dansby-Giles, Gloria
Date: 2018-02-00
Type: Speeches/Meeting Papers
Subjects: Predictor Variables,Mastery Learning,Accreditation (Institutions),Academic Standards,College Students,Integrated Learning Systems,Grades (Scholastic),Counselor Training,Blended Learning,Graduate Students,Compliance (Legal),Progress Monitoring

As student enrollment has taken a center place in higher education, faculty and administrators are concerned about student retention and success in traditional face-to-face, online and blended courses. This presentation will explore the implications of data mining for predicting relationships between information contained within a learning management system for mastery of accreditation standards and the final grade in selected courses in a counselor training program. Implications of predicting grades in online and hybrid courses for graduate programs in counselor training programs involve compliance with accreditation standards. The standards and course objectives can be imbedded within assignments and placed within a learning management system. By examining student progress within the learning management system faculty in counseling programs can better track student performance.