ethanporcaro/eric-fulltext-meta huggingface dataset:
Readings on L2 Reading: Publications in Other Venues 2016-2017
Author: Harris, Shenika, Ed.
Date: 2017-10-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Journal Articles,Periodicals,English (Second Language),Computer Assisted Instruction,Spanish,Bibliographies

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
Determinants of Student Mobility in Primary School in Rural Malawi: &quot;An Event History Analysis&quot;
Author: Taniguchi, Kyoko
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Mobility,Student Characteristics,Questionnaires,Achievement Tests,Academic Achievement,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 7,Regression (Statistics),Correlation,Gender Differences,Age Differences,Preschool Education,Attendance,Grade Repetition,Homework,Health,Self Esteem,Student Attitudes,Academic Aspiration,Family Structure,Language Usage,Socioeconomic Status,Books,Proximity,Housework,Nutrition,Fees,Institutional Characteristics,Family Characteristics,Class Size,Geographic Location,Grade 6

This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5 students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences, levels of achievement, feelings about school, number of household tasks, distance to school, and parental habits of paying school fees were related to student mobility. Also, school location and mean number of grade repetitions for the institution are correlated with Grade 7 student mobility. The findings contribute to ongoing discussions about educational policy regarding transfer.
Features of the Jordanian Cultural Identity in the Islamic Education Books for the Two Phases of Primary and Secondary Education in Jordan
Author: Alsoudi, Khalid A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Education,Textbooks,Elementary Secondary Education,Content Analysis,Culture

The study aimed to investigate the subjects relating to the features of Jordanian cultural identity in Islamic education books for secondary and basic stages in Jordan which are (23) books through analyzing their content. For achieving the goals of the study, the researcher prepared an analysis list included a number of sub-elements distributed on general domains. The validity was checked by specialists. The readability was (87%).The results indicated that the total of frequencies relating to the features of Jordanian culture identity were (589). The most frequencies appeared in the domain of culture components (166) with ratio of (28.1%), followed by the domain of national cooperation's with (113) frequencies and ratio of (19.1%). The domain of Jordanian geography was (111) frequencies and ratio of (19%), then the domain of history and genesis with (109) frequencies and ratio of (18.5%). the domain of current Jordanian role comes after with (54) frequencies and ratio of (92%).The least domain was the Hashemite leadership with (36) frequencies and ratio of (6.1%). Most of frequencies were in the 10th grade book with (178) frequencies and ratio of (30.2%). The least frequencies were in the 8th grade book with (7) ) frequencies and ratio of (1.2%). The study recommends that extra research and practice should be done benefiting from the analysis list used in this study when planning and setting up Islamic education books. The study suggested that other studies should be conducted relating to features of Jordanian cultural identity in curricula and books.
Degree of Availability of Good Teacher Characteristics among the English Language (EL) Teachers of Basic Stage Schools from Their Principals&apos; Views in Tafila Governorate
Author: Alroud, Attalla
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Characteristics,Teacher Effectiveness,Educational Quality,English Teachers,Second Language Instruction,English (Second Language),Administrator Attitudes,Principals,Statistical Significance,Gender Differences,Teaching Experience,Secondary School Teachers,Questionnaires,Statistical Analysis,Multivariate Analysis

The study aimed to investigate the Degree of Availability of Good Teacher Characteristics Among English Language (EL) Teachers of Basic Stage Schools from Their Principals' views in Tafila Governorate. This could be achieved through answering the following questions: 1-What is the degree of availability of good teacher characteristics among English Language (EL) teachers of basic stage schools from their principals' views in Tafila Governorate? 2-Are there statistically significant differences attributed to the variables of teacher's gender, and experience?. The sample consisted of (89) male and female teachers which forms about 55% chosen randomly from the population of the study. The results showed that there is a significant difference attributed to gender and no significant difference attributed to experience or to the interaction of experience and gender. The study found some recommendations.
Student Satisfaction with Using Online Discussion Forums at Saudi Universities
Author: Alzahrani, Majed Gharmallah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Satisfaction,Computer Mediated Communication,Correlation,Student Characteristics,Educational Technology,Technology Uses in Education,Online Surveys,Familiarity,Access to Computers,Teaching Methods,Experience,Statistical Analysis

This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims to examine the relationships between student satisfaction with using ODFs and student demographics as well as with their experience with ICT and online education. Data are collected from 2171 students from four leading universities at Saudi Arabia through using an online survey. Overall, the results indicate that students are satisfied with using ODFs in their learning. In addition, student satisfaction with using ODFs had significant relationships with the majority of student demographics and experience with ICT variables. Interestingly, all student experience with online education variables had significant and positive relationships with student satisfaction with using ODFs. However, factors such the availability of the Internet, preference of traditional learning, life commitments, and experience with ICT and online education may affect student satisfaction with using ODFs.
The Effect of Using K.W.L. Strategy upon Acquiring Religious Concepts
Author: Alsoudi, Khalid A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Religious Education,Grade 8,Foreign Countries,Experimental Groups,Control Groups,Islam,Gender Differences,Instructional Effectiveness,Statistical Analysis,Conventional Instruction,Statistical Significance,Quasiexperimental Design

This study aimed to investigate the effect of using K.W.L. in acquiring religious concepts among 8th grade students in Jordan. The study sample consisted of 139 students (4 sections) the sections were chosen randomly from 8th grade students from Tafila Directorate of Education. 2 sections formed the experimental group (1 section for males and 1 section for females) they were taught using K.W.L. strategy, while the control groups were consisted of 2 sections 69 students (1 section for males and 1 section for females); they were taught by using the ordinary teaching strategy. The result indicated that the difference in achievement was statistically significant in favor of experimental groups (a = 0.05), and there was no statistical significant differences in achievement attributed to gender or to the interaction between gender and the teaching strategy.
The Effects of Corrective Feedback on Chinese Learners&apos; Writing Accuracy: A Quantitative Analysis in an EFL Context
Author: Wang, Xin
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,English (Second Language),Second Language Learning,Grammar,Accuracy,Statistical Analysis,Foreign Countries,College Students,Student Attitudes,Expectation,Preferences,Student Improvement,Control Groups,Experimental Groups,Pretests Posttests,Questionnaires,Quasiexperimental Design

Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. Some researchers take a stance on the ineffectiveness of corrective feedback based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language classrooms. On the other hand, many researchers promote the efficacy and significance of the role played by corrective feedback in the process of L2 writing. This research employs a quasi-experimental design and examines two major issues: (1) the extent to which CF facilitates or improves students' writing accuracy; (2) students' expectations and preferences for CF. The research consists of 105 college level EFL learners from three intact classes in an Eastern Chinese University. One class was assigned to the control group which only received comments on content of their writing. The other two classes were then assigned to each of the two experimental groups which received indirect or direct CF. Data collection includes student text/error analysis, treatments (i.e., provision of corrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Within a research period of ten weeks, this study did not reveal statistically significant group differences between the two CF groups and the control group on overall error reduction. However, students believed CF was important and beneficial, although there is contradiction between what the students believed and their teachers' actual practices in the classroom. Pedagogical recommendations for EFL teachers are also discussed.
An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools
Author: Set, Beata
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Science,Science Teachers,Natural Sciences,Science Instruction,Scientific Concepts,Concept Formation,Qualitative Research,Misconceptions,Teaching Methods,Case Studies,Interviews,Coding,Feedback (Response),Observation

Purpose: The rationale behind this study was to investigate how three Grade 5 Natural Sciences teachers in three Western Cape primary schools teach science concepts so as to enable the researcher to gain a deeper understanding and more insightful perception of the ways in which the pedagogical practices of South African primary school teachers influence conceptual learning in the science classroom. Methodology: The sample comprised three teachers in a specific metropole district in the Western Cape. A qualitative approach was employed to ensure the collection of rich data. Results: The findings indicated that teachers tend to ignore learners' misconceptions in class, that they rely heavily on everyday empirical examples, that they fail to link these empirical examples to scientific concepts and that they devote little talk time to explaining scientific concepts. Recommendations: Based on its findings the study proposed a model of classroom practice that focuses on promoting effective science learning with the aim of developing and transforming the everyday, familiar knowledge of learners into new understandings of school-based scientific concepts and processes. Conclusion: The data from the study suggested that there may almost certainly be serious shortcomings in the instructional practices of teachers and that such shortcomings are not confined to the three schools in the sample but are to be found in township primary schools in general. In addition, these shortcomings may require immediate intervention on the part of senior curriculum specialists as well as teacher training higher education institutions (HEIs).
Teaching Trajectories and Students&apos; Understanding of Difficult Concepts in Biology in Obio/Akpor Local Government Area in Rivers State
Author: Mumuni, Abosede Anthonia Olufemi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Scientific Concepts,Botany,Science Instruction,Achievement Tests,Science Tests,Discussion (Teaching Technique),Cooperative Learning,Teaching Methods,Statistical Analysis,Active Learning,Pretests Posttests,Secondary School Students,Secondary School Science,Gender Differences,Instructional Effectiveness

This study investigated the effects of teaching trajectories on students' understanding of difficult concepts in Biology. Two research questions and two null hypotheses guided the study which was carried out in Obio/Akpor Local Government Area of Rivers State. Two public coeducational schools out of thirteen drawn through purposive sampling techniques were used. The instrument for data collection, the Students' Photosynthesis Achievement Test (SPAT) was validated and its reliability coefficient was 0.78. Three intact streams of SS 1 classes in the two schools assigned to book-ending, guided discussion and jigsaws groups were used. The sample consisted of two hundred and thirteen SS 1 Biology students. Mean and standard deviations were used to answer the two research questions while paired t-tests and ANCOVA were used to answer the two hypotheses at 0.05 level of significance. The study revealed that though the three instructional strategies of book-ending, jig-saws and guided discussion enhanced students' understanding of difficult concept in Biology as shown by the improved achievement scores, the jig-saw strategy was the best. It also revealed that there was a significant difference between the achievement of males and females in favour of females in the three groups. Recommendations made based on the findings of the study included that teachers adopt the jigsaw strategy to enhance students' understanding of difficult concepts in Biology.
Psychological Empowerment on Organizational Commitment as Perceived by Saudi Academics
Author: Bin Jomah, Nouf
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Empowerment,Teacher Attitudes,Work Attitudes,Teacher Surveys,Likert Scales,Professional Autonomy,Multiple Regression Analysis,Correlation,Statistical Analysis

Various scholars have identified commitment as one of the major contributors of workplace productivity. Commitment provides the interest and morale for handling tasks which results in organisation progress and growth. Commitment is perceived as either continuance, normative, or continuance commitment. The three commitment categories are fundamental, and academics have established empowerment as a fundamental tool for developing workplace commitment. Significantly, empowerment is categorized as either psychological or structural. Psychological empowerment is purported to increase the commitment levels in institutions. Basically, psychological empowerment is concerned more with personnel experience and their responsibilities in the organization rather than focusing on managerial activities. This study, therefore, establishes the validity of psychological empowerment in improving the commitment levels among institutions. The study sampled 100 employees from varied departments in King Saudi University. The participants were distributed in accordance with their working experience; twenty of the respondents had worked for between 11 and 15 years, thirty had a working experience of 6-10 years, and the majority (50) had worked for less than five years. The level of psychological empowerment (PE) and the corresponding organization commitment (OC) was measured through a survey questionnaire. In both questionnaires, the items were measured in 7-point Likert- type, with the least value being 1 (strongly disagree) and the highest 7 (strongly agree). The results of the study indicated that that the average of psychological empowerment and the five dimensions relating to it with organization commitment were on the higher side. Notably, organization commitment relied heavily on the level of autonomy given to the employee in decision making at the workplace.
Paradox and Complexity
Author: Covaleskie, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Democracy,Moral Values,Community,Justice,Cultural Pluralism,Social Behavior,Behavior Standards,Citizenship Education,Ethical Instruction,Democratic Values

In this article, John Covaleskie briefly sketches a set of interlocking propositions about democratic education. First, he argues that &quot;democratic life places moral demands on those who hold the office of citizen&quot;: democratic citizenship requires a certain degree of particular virtues, where virtue requires the development of both disposition and skill. Virtue is not just a matter of doing the right thing, but doing so in the right way, in the appropriate circumstances, and for the right reasons. Second, Covaleskie argues that &quot;democratic education is a communal activity.&quot; He goes on to say that becoming moral is just to become a member of a morally normative community; it is certainly an individual event, but it is also--and no less--a communal achievement. The third section of the argument notes that &quot;diversity and tolerance are essential elements of any democratic polity&quot;: without real and robust diversity, and without real and widespread tolerance, no polity can be democratic. However, Covaleskie says, beyond some point, diversity can also create problems for democratic life, and, therefore, so can tolerance. The fourth and final section argues that, &quot;though intolerance is a real problem, too much tolerance is also a danger to democracy.&quot; When tolerance is a goal in itself, it becomes difficult to respond appropriately to that which is intolerable. A democratic polity can be undone when its reversion to procedures and rules empties sanctions of moral authority and force.
Ecocritically (Re)Considering STEM Integrated Ecological Inquiry in Teacher Education
Author: Lupinacci, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Education,STEM Education,Ecology,Inquiry,Science Education,Technology Education,Engineering Education,Mathematics Education,Models,Elementary Secondary Education

The acronym STEM is a ubiquitous term for seemingly anything in--or related to--the fields of science, technology, engineering, and mathematics, and the current dominant educational STEM discourse in teacher education is often organized around questions of how to integrate math and science into the other content areas or vice versa. The purpose of this article is to pose a different question: &quot;How can an ecological model for subject inquiry become the organizing focus for an integrated ecological inquiry?&quot; In this article, the author provides a glimpse of where educators are currently in their thinking and writing as they put theory to work in teacher education. For the past few years, educators have been working on a number of exciting endeavors in teacher education, ranging from theoretical explorations to more practitioner-based projects that attempt to outline how PK-12 educators might utilize ecocritical frameworks in their Common Core State Standards (CCSS) aligned lesson plans. However, in efforts to develop and apply an ecocritical framework for examining deeply rooted cultural assumptions with/in teacher education, they keep ending up involved with--and too often boxed in by--STEM. In response to this dilemma, this paper takes up what the authors feel is a key next step in a rather non-linear conceptual work to challenge modernist, Western, industrial dualisms and their associated discursive influences that shape and maintain superior/inferior value-hierarchized dichotomies in teacher education. More specifically, they are interested in how it is that these dualistic habits of mind all too often map an Either/Or onto how they--as educators and educational researchers--interpret the differences between dominant STEM content and moving toward an ecocritical framework for teaching for social justice and sustainability.
Social Intelligence of Principals and Its Relationship with Creative Behavior
Author: Kriemeen, Hani
Date: 2017-00-00
Type: Journal Articles
Subjects: Principals,Intelligence,Creativity,Teacher Attitudes,Foreign Countries,Correlation,Interpersonal Competence,Statistical Analysis

The study aimed at investigating the level of the social intelligence among the male and female principals in Tafila Governorate from the teachers views and its relationship with creative behavior. The sample consisted of 190 male and female teachers chosen randomly. For achieving the goals of the study, the researchers developed two instruments, the first one was for social intelligence including 29 items, and the second one was for creative behavior including 22 items distributed on five domains: flexibility, originality, fluency, sensitivity to problems, and risk acceptance. The results indicated that the level of social intelligence of principals was mid, and for creative behavior as well. The results also showed that there is a statistically significance positive correlative relationship between social intelligence and creative behavior.
The Impact of Educational Games-Based iPad Applications on the Development of Social Studies Achievement and Learning Retention among Sixth Grade Students in Jeddah
Author: Najmuldeen, Hanan A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Handheld Devices,Academic Achievement,Social Studies,Retention (Psychology),Grade 6,Foreign Countries,Elementary School Students,Quasiexperimental Design,Statistical Analysis,Computer Oriented Programs,Experimental Groups,Control Groups,Pretests Posttests,Achievement Tests,Influence of Technology,Teaching Methods,Computer Uses in Education

The present study aims to evaluate the impact of educational games-based iPad applications on the development of social studies achievement and learning retention. Sample consisted of (48) sixth grade primary students in Jeddah. The author adopted Quasi-experimental design of the experimental and control groups. She also provided the teacher a guidebook that explains teaching method using educational games-based iPad applications. Pre-post achievement test was applied to both groups. Delayed achievement test, which evaluates learning retention, was applied four weeks after post-test. The study showed the impact of educational games-based iPad applications on achievement and learning retention with statistically significant differences in scores means of both groups' participants in posttest and delayed test in favor of the experimental group. She recommended using iPad educational applications, which she prepared, in teaching.