ethanporcaro/eric-fulltext-meta huggingface dataset:
George Bernard Shaw's &quot;Androcles and the Lion&quot;: A Postmodernist Study
Author: Hooti, Noorbakhsh
Date: 2012-04-00
Type: Journal Articles
Subjects: Postmodernism,Drama,Comedy,Figurative Language,Didacticism,Literature Appreciation,Literary Criticism,Literary Styles,Christianity,Beliefs,Twentieth Century Literature,English Literature

This study makes an attempt to analyze the manifold aspects of Shaw's &quot;Androcles and the Lion&quot; on a postmodernist standpoint, meanwhile, demonstrates the dominion of modernism, which is portrayed through the vehicle of comedy with a bitter ironic language through the play. Regardless of the historical period in which the play occurs, the term postmodernism with its lineaments can aptly scrutinize the clash between modernism and postmodernism, and define the notion of freedom in a world where man is in fetters, either physically or mentally or both at the same time. This study tries to show how two Christian prisoners find their way to freedom by resisting against the suppression and oppression of an empire, whose glory rests on silencing the opposing voices.
Is Soliciting Important in Science? an Investigation of Science Teacher-Student Questioning Interactions
Author: Patrick, Ajaja O.
Date: 2012-02-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Student Relationship,Questioning Techniques,Case Studies,Secondary School Science,Science Instruction,Time on Task,Gender Differences,Foreign Countries,Check Lists

The major purpose of this study was to determine the questioning patterns of teachers in science classes. The design employed for the study was a case study. To guide this study, five research questions were asked and answered. The samples of the study consisted of 20 senior secondary schools and 60 science teachers. The instruments used for data collection were Science Class Questioning Categories. The major findings of the study included: 21.4% of science instructional time was spent on questioning; most of the questions asked in science classes were on knowledge; there were significant differences between male and female teachers on questions asked on knowledge and analysis; the bulk of questions asked in science classes were directed at the male and high ability students; and most of the questions asked in science classes received an average wait-time of 3 seconds. It was concluded that questions remain the most vital tool for determining students understanding.
A Comparative Study on Basic Emotion Conceptual Metaphors in English and Persian Literary Texts
Author: Mashak, Shahrzad Pirzad
Date: 2012-02-00
Type: Journal Articles
Subjects: Indo European Languages,English,Figurative Language,Comparative Analysis,Statistical Analysis,Literature,Dictionaries,Emotional Response,Linguistic Theory,Classification,Psychological Patterns,Contrastive Linguistics,Foreign Countries

Metaphor becomes the subject of interest for many researchers in recent decades. The main purpose of the present study was to investigate the universality of emotion metaphorical conceptualization and the dominant pattern in English and Persian based on Kovecses's (2003) model for Linguistic expression of Metaphor. The emotions under study were happiness, anger, sadness, fear, and love. Lakoff and Johnson's (1980) Conceptual Metaphor Theory was adopted as a model for the purpose of comparison. To do so, 782 emotive metaphorical expressions were compiled from different literary works and related articles on the field and Dictionaries in both languages. The study was conducted through two main phases of categorization and comparison. First expressions were categorized under their general and specific target and source domains. At the second phase, in each category, metaphorical expressions were compared with based on their conceptual metaphor and literal meaning. At this phase, three patterns of totally the same, partially the same, and totally different were identified. Also the results of Chi-Square applied to these three patterns demonstrate that anger (?[superscript 2]= 108.85, P&lt;0/000) was the most universal emotion, whereas sadness (?[superscript 2] = 31.40, P&lt; 0/000) was the least universal emotion during this study. In addition, the dominant pattern at the end of analysis was the pattern of totally the same.
The Racial, Ethnic, and Social Class Achievement Gaps: A Systems Analysis
Author: Gaynor, Alan Kibbe
Date: 2012-02-00
Type: Journal Articles
Subjects: Achievement Gap,Racial Differences,Ethnic Groups,Social Class,Socioeconomic Influences,Causal Models,Interaction,Achievement Gains,Equal Education,Traditional Schools,Classification,Educational Innovation,Epistemology,School Role,Student Characteristics,Family Influence,Community Influence,Institutional Characteristics,Educational Finance,Minority Group Students,Educational Practices,Student Evaluation,Teacher Competencies,Accountability,Parent School Relationship,School Schedules,Leadership Responsibility,Educational Quality,Literature Reviews

This system dynamics analysis draws on the literature to outline the factors commonly discussed as predictive of and, perhaps, causally related to problematic differences in academic achievement among students who vary in race, ethnicity, and social class. It first treats these as a wide-ranging set of exogenous variables, many of which interact with each other, all of which influence academic achievement. &quot;Causal-Influence Diagrams&quot; are drawn to show these complex interactions. Then a distinction is drawn among the &quot;traditional&quot; school, the &quot;gap-closing&quot; school, and the &quot;exceptional&quot; school. In a subsequent section of the paper, variables that are not a part of the internal institutional system of schooling are mostly stripped away. In this section, a typology is presented and a distinction is drawn between two generic types of schools in contrast to what might be called the &quot;traditional&quot; school: the &quot;gap-closing&quot; school and the &quot;exceptional&quot; school.
The Non-Consonance between Tourism Universities' Programs and the Needs of Tourism Employment in Jordan
Author: Mustafa, Mairna Hussein
Date: 2012-02-00
Type: Journal Articles
Subjects: Tourism,Universities,Foreign Countries,Employers,Hospitality Occupations,Education Work Relationship,Employer Attitudes,Questionnaires,Student Evaluation,College Graduates,Educational Improvement,Outcomes of Education,Job Skills,Curriculum

This paper aims at exploring the reasons behind the contradiction between the outputs of tourism educational programs in Jordanian universities and expectations of tourism employers from the perception of tourism private businesses (travel agents and hotels), also to make an evaluation of universities' educational outcomes. Seventy-nine tourism establishments filled a questionnaire that focused on evaluating the level of students graduating from universities; this was concerning their skills and knowledge besides the degree of communication between educational bodies and the industry. The results indicate a general weakness in these aspects; based on this, the paper presented suggested implications to improve the quality of educational programs in tourism departments at Jordanian universities.
The Changing Roles of Leadership and Management in Educational Administration
Author: Dembowski, Frederick
Date: 2006-00-00
Type: Journal Articles
Subjects: Leadership Role,Educational Administration,Administrator Effectiveness,Guidelines,Transformational Leadership,Leadership Styles,Administrator Role,Educational Change

There has been much debate on the topic of &quot;leadership,&quot; &quot;management,&quot; and &quot;administration&quot;--particularly regarding the roles of leadership and management--with leadership being thought of positively, and management being thought of negatively. This introductory chapter presents an overview of these topics with a focus on the roles of leadership and management within the context of educational organizations. The links between &quot;leadership,&quot; &quot;management,&quot; and &quot;administration&quot; are discussed, and the conditions under which they are needed are considered. Recommendations for the future roles of these functions in both educational organizations and in training programs are provided.
Development and Validation of Faculty Members' Efficacy Inventory in Higher Education
Author: Shavaran, Sayed Hamid Reza
Date: 2012-04-00
Type: Journal Articles
Subjects: College Faculty,Self Efficacy,Higher Education,Teacher Attitudes,Beliefs,Statistical Significance,Gender Differences,Academic Rank (Professional),Measures (Individuals),Public Colleges,Multivariate Analysis,Factor Analysis

The purpose of this study was to provide an exploratory investigation of faculty member's efficacy inventory in higher education. Review of the literature showed a few studies about this subject and current instruments did not consider the theoretical foundations of faculty member efficacy. Moreover, most researches were limited to schools area and K-12. After an extensive review of the literature, first, a set of items to operationalize faculty perceptions and beliefs of efficacy in their tasks was developed. At second stage, higher education colleagues who were working in our university and other nearby universities examined the items for critique, and consulted with their colleagues about content and face validity. Third, a pilot study was initiated to map the domain of the construct and refined the measure and the meaning of faculty efficacy through the statistical methods. The instrument was field-tested and refined using a representative sample of universities faculty. Fourth, a factor analysis was utilized to identify factors related to efficacy scale of faculty members. Fifth, we reduced items and agreed about 18. Four factors were appeared in the factor analysis consisting of teaching competencies, research competencies, social competencies, and personal competencies. We insured all four sources of efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional arousal) were represented in each efficacy components (teaching competencies, research competencies, social competencies and personal competencies). Cronbach's alpha coefficient was calculated for each factor and in overall the instrument was a reliable scale 0.83. Finally, differences between faculty members were studied based on some demographic variables such as gender and academic ranking. Results showed that there were not significant differences between all female and male faculty members efficacy and so based on academic ranking.
The Top Ten Things School Counselors and School Administrators Should Know about Service-Learning
Author: Nelson, Judith
Date: 2007-00-00
Type: Journal Articles
Subjects: School Counselors,Administrators,Service Learning,Counselor Training,Program Development,Program Evaluation,Counselor Role,Nontraditional Education,At Risk Students,Student Needs,Intervention,School Counseling

This module is designed to introduce professional school counselors, educational leaders, and counselor educators to current research in service-learning and its potential impact on school counseling programs and student achievement. Examples of how school counselors are using service-learning in their comprehensive guidance programs and how counselor educators are using service-learning in pre-service training are also provided. The new vision for professional school counselors broadens the traditional view to include program development, management, and evaluation. Service-learning is one type of programming that can provide hard data regarding the impact of the program on student success and that can elevate the professional school counselors to leadership positions in schools.
University Students' Perceptions of Teacher Effectiveness and Emotions in Lectures: The Role of Socio-Cognitive Factors, and Academic Performance
Author: Stephanou, Georgia
Date: 2012-04-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Effectiveness,Self Concept,Beliefs,Role,Emotional Response,Academic Achievement,Correlation,Early Childhood Education,Females,Teacher Education,Foreign Countries,Questionnaires,Statistical Analysis,Social Cognition,Student Evaluation of Teacher Performance

This study examined (a) students' ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance in the courses taught by the perceived as extremely effective and ineffective teachers, (b) the role of ability self-perceptions, perceived domain-difficulty and value beliefs in the emotions, rating of teacher effectiveness and impact of perceived teacher effectiveness on emotions, and (c) the effects of the three sets of concepts on performance. The sample comprised of 410 Early Childhood Education female students. The results showed that ability self-perceptions, perceptions of domain-difficulty, value beliefs, experienced emotions in lectures and performance differed between the courses taught by the perceived effective and ineffective teachers, in favoring the effective teachers. Cognitive factors had positive effects on perceived teacher effectiveness, emotions and impact of teacher effectiveness on emotions. The three set of concepts, together, positively influenced performance, while their relative power varied between the two groups of teachers.
Development, Administration and Confirmatory Factor Analysis of a Secondary School Test Based on the Theory of Successful Intelligence
Author: Zbainos, Dimitrios
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Intelligence,Intelligence Tests,Scores,Thinking Skills,Creativity,Success,Student Evaluation,Factor Analysis,Achievement Tests,Task Analysis,Educational Assessment,Statistical Analysis

The present study attempted to investigate an application of the theory of Successful Intelligence (Sternberg, 1997) in lower Greek secondary schools, through a school tests believing that school assessments should be based on solid, empirically investigated theoretical foundations. The test was administered to 2663 students with a mean age of 13.39 years, all studying at the 2nd year of the lower secondary school in 49 schools from different geographical areas in Greece. A confirmatory factor analysis demonstrated the validity of the theory. The findings suggested that Greek pupils have a relatively developed analytical ability; however, the cultivation of their creative and practical skills should be at the focus of Greek schooling.
The Effect of Collaboration on Iranian EFL Learners' Writing Accuracy
Author: Jafari, Narges
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Writing (Composition),Writing Achievement,Accuracy,Experimental Groups,Control Groups,Collaborative Writing,Essays,Gender Differences,Statistical Analysis,College Students

This study aims at finding the effect of group work on Iranian EFL learners' writing accuracy. Moreover, the effect of gender on text production has also been investigated. Over a month, sixty Iranian EFL learners were chosen as the participants of this study. They were divided into two groups. The experimental group wrote collaboratively while the control group underwent individual writing tasks. Both groups participated in four essay writing sessions. The participants wrote on the same topics and genre. The results revealed that the students in the collaborative writing group outperformed the students in the control group, hence emphasizing the significant role of collaboration in L2 writing. Regarding gender effect, the data analysis showed the females in the collaborative group outperformed males in the same group proving that gender plays a significant role in Iranian EFL collaborative writing setting. The results have some implications for English writing instructors and learners.
Vocabulary Memorizing Strategies by Chinese University Students
Author: Yang, Wei-dong
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Vocabulary Development,Learning Strategies,Memorization,Preferences,Rote Learning,Semantics,Mnemonics,Association (Psychology),English (Second Language),Second Language Learning,Questionnaires

The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword techniques), students apparently tended to favor the second and the third ones, though rote repetition remains appealing to some of them. Mnemonic devices such as keyword method were rather unpopular to most of the students because they would involve the learners in more active performance of the target language.
Exceptional Scholarship and Democratic Agendas: Interviews with John Goodlad, John Hoyle, Joseph Murphy, and Thomas Sergiovanni
Author: Mullen, Carol A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Scholarship,Interviews,Surveys,Mentors,Democratic Values

This portraiture study of four exceptional scholars in education--John Goodlad, John Hoyle, Joseph Murphy, and Thomas Sergiovanni--provides insight into their scholarly work and life habits, direction and aspirations, assessment and analysis of major trends in the profession, and advice for aspiring leaders and academics. Telephone interviews with the leading scholars (4) and their referral colleagues (8), in addition to document analysis, validated the following criteria for the selection of exceptional scholarship previously generated via survey respondents (educational leadership professors): The scholar (1) publishes widely, (2) has broad impact, (3) has multiple spheres of influence, and (4) has established mentoring systems. Democratic concepts and agendas for education emerged from the interviews focused on exceptional scholarship, an outcome incorporated within the results.
Change and the Knowledge Base of Educational Administration
Author: McDonald, Jane
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Administration,Educational Change,Educational Philosophy,Middle Schools,Focus Groups,Position Papers,Content Analysis,Organizational Change,Institutional Characteristics,Organizational Theories,Change Strategies,Performance Factors,Barriers,Program Implementation,Operations Research,Educational Research,Educational History,School Districts,School District Reorganization,Junior High Schools,Semi Structured Interviews

This study investigated one school district's transition from a junior model to a middle school philosophy. Numerous documents were examined and individual interviews and focus group discussions were analyzed to reconstruct the process and strategies used to facilitate the institutionalization of this complex change effort. Participant voices helped weave a rich fabric of events and provided further insights into organizational change. An understanding of change theories, the process of change, and what facilitates and hinders reform are essential components in the knowledge base of educational administration. By providing practical experiences of change, the abstract process of implementing reform can become more concrete for educators who want to significantly alter the outcome of schooling.
Higher Educational Policy, Interest Politics and Crisis Management: Facets and Aspects of the Greek Case within the EHEA
Author: Papadakis, Nikos E.
Date: 2012-06-00
Type: Journal Articles
Subjects: Educational Policy,Higher Education,Financial Exigency,Foreign Countries,International Cooperation,Educational Cooperation,Student Mobility,Case Studies,Crisis Management,Program Implementation

With this paper we approach the new policy making paradigm for Europe's higher education policy, set with the Bologna Process, given emphasis to the legitimacy deficit of this political venture and the necessity of a crisis management over the implementation phase within national frames. The implementation of the Bologna's policies, using Greece as a case study, reveals a crisis management reality, originating from an understanding of the Bologna Process as a top dawn initiative by the academic community, and so on society, while also the legitimization basis of this venture is considered flimsy and the role of the European leveled interest groups in question. The conditions of the Bologna's implementation and the crisis management outcome reflect the type of Europeanization occurring on the field of higher education in the Greek case and possibly in other national frames.
Holistic Education: An Approach for 21 Century
Author: Mahmoudi, Sirous
Date: 2012-04-00
Type: Journal Articles
Subjects: Holistic Approach,Educational Practices,Educational Philosophy,Educational Experience,Individual Development,Educational History,World Views,Educational Objectives,Educational Principles

Holistic education encompasses a wide range of philosophical orientations and pedagogical practices. Its focus is on &quot;wholeness,&quot; and it attempts to avoid excluding any significant aspects of the human experience. It is an eclectic and inclusive movement whose main characteristic is the idea that educational experiences foster a less materialistic and a more spiritual worldview along with more dynamic and holistic views of reality It also proposes that educational experience promote a more balanced development of--and cultivate the relationship among--the different aspects of the individual (intellectual, physical, spiritual, emotional, social and Aesthetic), as well as the relationships between the individual and other people, the individual and natural environment, the inner-self of students and external. world, emotion and reason, different discipline of knowledge and different form of knowing. holistic education is concerned with life experience, not with narrowly defined &quot;basic skills&quot;.
An International Knowledge Building Network for Sustainable Curriculum and Pedagogical Innovation
Author: Laferrière, Thérèse
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,International Cooperation,Technology Integration,Elementary Secondary Education,Sustainability,Curriculum Development,Educational Innovation,Governance,Educational Change,Cooperative Learning,Ecology,Instructional Design

This paper presents the results of the first phase (2007-2009) of a design experiment, the Knowledge Building International Project (KBIP), in which K-12 teachers from several countries collaborate as a loosely coupled network of networks with a common goal--to implement technology-supported knowledge building jointly across their classrooms. There was a visible increase in agency at all levels of the network: students, teachers and school senior management, resulting in deepening levels of pedagogical innovation over time, as well as changes in governance in response to the innovation as a result of self-organization. These are emergent features characteristic of complex systems that cannot be explained by a traditional model of change as diffusion. This study adopts Banathy's dimensions for systemic educational design to identify the key features of the sociotechnical design that nurture and sustain the innovations upon which these teachers embarked within and beyond their own schools.