ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Film to Elucidate Leadership Effectiveness Models: Reflection on Authentic Learning Experiences
Author: Rajendran, Diana
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Films,Leadership Effectiveness,Models,Administrator Education,Instructional Materials,Instructional Effectiveness,Action Research,Undergraduate Students,Focus Groups,Student Attitudes,Learner Engagement,Leadership Styles,Personal Autonomy

This paper examines how students in a third year management unit at a university of technology in Australia evaluate the usefulness of film as a tool for developing a deeper understanding of the theoretical leadership effectiveness model developed by Robbins (1997). The study reviews the range of studies describing the use of films in teaching leadership, playing into a perceivable gap in empirical studies demonstrating how students engage in applying the concepts of leadership. This study specifically considers whether films are effective interventions for achieving engagement in an assessment task aimed at identifying applications of theory to cases of leadership in action. As part of an action research cycle, thirty students (30) participated in three different focus groups. Transcriptions subsequently produced thick descriptions on which thematic analysis was conducted to extract key themes (Ryan &amp; Bernard, 2003). The results suggest that films can communicate, embody and articulate the effectiveness of behaviours of leadership Robbins conveyed. The results also indicate that students value films as a medium for contextualising actions that demonstrate different leadership styles. It is perceived as a way of catering to diverse learning styles and as a way of building autonomy. We conclude that while films can be motivating and lend authenticity to assessment tasks, students need clear direction in making links between theoretical concepts and narrative filmic constructions of leaders and leadership behaviour. This leads to the next stage of our action research cycle.
Feeling Good, but Missing the Mark. What Happened to the Assessment in Peer Assessment?
Author: Sandvoll, Ragnhild
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Formative Evaluation,College Faculty,College Freshmen,Teacher Attitudes,Student Attitudes,Observation,Semi Structured Interviews,First Year Seminars,Theory Practice Relationship,Teacher Role,Qualitative Research

This qualitative study explores aspects of formative peer assessment through looking at teachers' and students' perceptions and practices. The study takes place in a first semester course, where mastering peer assessment was a learning outcome and where formative peer assessment was designed into the course plan as a learning activity. Empirical material is derived from observing two seminar groups and from interviewing teachers and students. Findings indicated that whilst all interviewees expressed positive attitudes towards peer assessment, no one seemed to put much effort into doing it. Using Argyris' theories of action as a theoretical framework, the study explores the relationship between realities of practice and espoused theories. Discussion focuses on the apparent paradox of positive expressed views and minimal effort. Additionally, the role of the teachers in managing peer assessment will be discussed, linked to the development of their teaching.
Teacher Candidates&apos; Collaboration and Identity in Online Discussions
Author: Bryce, Nadine
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Graduate Students,Discussion Groups,Computer Uses in Education,Computer Mediated Communication,Asynchronous Communication,Education Courses,Collaborative Writing,Identification,Status,Student Journals,Discourse Analysis,Discourse Modes,Gender Differences

In an online context, without facial, verbal or gestural cues, establishing identities through naming social positions appeared essential to effective written communication for graduate pre-service teacher candidates enrolled in a course on literacy education for elementary students. As they engaged in small group asynchronous discussions about course readings, candidates named their identities and deferred to course authors more often than they referenced group identities, or attempted to bond with one another. They engaged least frequently in disagreeing with one another, or challenging the authority of course texts, creating polite, cordial exchanges in most groups. Male candidates challenged their group members more often, suggesting differences in communication styles shaped their responses. Dialogue journaling shows promise in facilitating learner connection and building a sense of community by facilitating dialogue and decreasing psychological distance between participants who are geographically and temporally separated.
Toward the Building of a Cross-Disciplinary Doctoral Research and Writing Culture
Author: Johnson, E. Marcia
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Interdisciplinary Approach,Cultural Context,Cultural Pluralism,Graduate Students,Program Descriptions,Writing (Composition),Peer Teaching,Mentors,Academic Discourse,Sociocultural Patterns,Student Attitudes,Doctoral Degrees,Qualitative Research,Interviews

Within the New Zealand university context, there has been a dramatic shift in the demographics of doctoral programs. Moving from an elitist educational environment to one that includes a variety of students from different cultures and educational and linguistic backgrounds has meant that &quot;traditional&quot; doctoral study, in which a student works largely alone under the supervision of just one or two more senior research scholars has become increasingly inadequate. This paper describes a qualitative research study of a cross-disciplinary, cohort-based doctoral writing initiative. Findings from the study have changed how doctoral support is conceptualised within our context and have led to the adoption of a student-focused &quot;talk to think: think to write&quot; peer learning environment.
Is Inclusive Education Right for Every Child? An Account by the Parent of a Child with High and Complex Needs Due to Autism Spectrum Disorder
Author: McLaren, Stuart J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Rights,Autism,Pervasive Developmental Disorders,Inclusion,Mainstreaming,Regular and Special Education Relationship,Adolescents,Foreign Countries,Program Effectiveness,Special Schools,Behavior Problems,Perceptual Impairments,Individualized Education Programs,Student Needs,Crisis Management

There is often intense and passionate debate about the inclusion of those students with the most complex social learning and behavioural needs. This paper, written from a parent's perspective, is based on a case study of a 15-year-old adolescent with severe and high functioning autism that was comparatively well-resourced through the new &quot;Intensive Wraparound Service Initiative&quot; and well-supported by the school, the Ministry of Education and his parents. His mainstream education ended after two terms of multi-level failure and he has been returned to a special residential school. This paper examines in detail the issues surrounding his inclusion and the resources provided to facilitate his education. It discusses the failure of the initiative in this instance, and whether it was due to any deficiencies in his inclusion, the intervention plan and implementation, the level of resources, or whether it was ever practicable or feasible to include a child with this level of need in the mainstream.
Ensuring Literacy Acquisition for Adolescent Pasifika Learners
Author: Robertson, Kerensa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Literacy,Secondary School Students,Student Improvement,Student Characteristics,Bilingual Students,Second Language Learning,School Community Relationship,Church Role,Culturally Relevant Education,Critical Literacy,Educational Strategies,Language Acquisition

In an educational system based on equity, ensuring the achievement of Pasifika students in secondary education is seen as a key focus of the Government approach to education (Ministry of Education, 2013b) and a major step in addressing the social and economic inequities experienced by Pasifika peoples in New Zealand. While there has been a significant amount of research done since the 2000 Programme for International Student Assessment (PISA) report on Pasifika Education (Sturrock, 2004), in order to improve outcomes, research suggests that there are key areas which could be improved to raise the academic success of Pasifika students. This article focuses on this research, particularly in the area of literacy.
Raising Pasifika Achievement: Teacher Cultural-Responsiveness
Author: Porter-Samuels, Tute
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Culturally Relevant Education,Academic Achievement,Educational Improvement,Pacific Islanders,Educational Practices,Teaching Methods,Teacher Characteristics,Teacher Effectiveness,Cultural Awareness,Personality Development,Interpersonal Relationship,Reflective Teaching,Educational Strategies,Student Improvement,Literature Reviews

Pasifika learners, along with Maori, continue to experience high disparities in New Zealand's education system. Furthermore, it is predicted that over the next few decades, the majority of students in New Zealand primary schools will be Maori and Pasifika. The implications for classroom teachers are enormous. In reviewing a range of literature, this paper seeks to unpack the elements of cultural responsiveness to inform and support the most direct and significant influence on student achievement--the classroom teacher. The findings are presented as guiding principles firstly because &quot;Pasifika&quot; is, in fact, a hugely diverse heterogeneous group, and secondly, to emphasise the need for teacher reflection and contextualised adoption and/or adaption of practice as required to respond effectively to the needs of the specific Pasifika learner.
Using Innovative Tools to Teach Computer Application to Business Students--A Hawthorne Effect or Successful Implementation Here to Stay
Author: Khan, Zeenath Reza
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Computer Science Education,Blended Learning,Discovery Learning,Integrated Learning Systems,Instructional Innovation,Information Technology,Undergraduate Students,Instructional Effectiveness,Sustainability,Followup Studies

A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning. Particularly, it looks at the successful adaptation and implementation of learning management system as an aid to learning and delivery of a computer application subject to a class that is majorly populated by business students with little or no IT background. This paper tests the continued success to establish whether the success recorded after the first implementation was sustainable or merely influenced by the Hawthorn effect of trialing an innovation. It concludes with final grade measure over a one-year period of implementation of the system, and student responses that strongly support the original approach used by the author.
Examining the Sustainability of Pre-Service Teachers' Visions of Literacy Instruction in Their Practice
Author: Scales, Roya
Date: 2013-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Reading Teachers,Goal Orientation,Teacher Education,Teacher Educators,Sustainability,Reading Instruction,Content Analysis,Lesson Plans,Reflection,Interviews,Teacher Attitudes

This is a study of teachers' visions. Five participants were followed through their pre-service years in the teacher education program and into their first year of teaching to see if their vision was sustained and whether it appeared in their practice. This paper describes the coding process for visions and discusses changes that occurred in the visions as participants made the transition from pre-service to in-service teachers. The paper discusses dissonance between visions and practice and presents implications for teacher educators.
Teaching with a Purpose in Mind: Cultivating a Vision
Author: Vaughn, Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Goal Orientation,Creativity,Reading Instruction,Class Activities,Teaching Methods,Curriculum Design,Interviews,Grounded Theory,Student Empowerment,Elementary School Students

Across the nation, educators continue to face challenges as they work to individualize instruction to meet the specific needs of their students. However, theory suggests that teachers who possess a clear vision for teaching creatively weave their personal convictions for teaching with instructional practices. Drawing upon a teacher's (first author) account of her vision and the classroom literacy practices structured over the course of one year, a practical approach is taken to address teacher visioning as a way to sustain teachers' creativity despite the pressures associated with teaching in today's educational climate.
A Comparative Study of Iranian and Japanese English Teachers' Demotivational Factors
Author: Baniasad-Azad, Somayeh
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Language Teachers,Questionnaires,Semi Structured Interviews,College Faculty,Telecommunications,Student Behavior,Learner Engagement,Teacher Motivation,Educational Objectives,Curriculum Development,Teaching Conditions,Work Environment,Meetings,Cross Cultural Studies

This study examined demotivational factors among Iranian and Japanese college teachers of English. To achieve the purpose, the study used a 35-item questionnaire and semi-structured interviews. The results were compared with the similar study in Japan by Sugino (2010). The findings of the study revealed that Iranian and Japanese lecturers are much similar regarding motivation and demotivation in their teaching. However, there is difference with respect to the top items causing demotivation. For Iranian teachers, the most demotivating items were &quot;No consistency in curriculum with clear goals,&quot; &quot;No bonus,&quot; &quot;Little appreciation from the administration,&quot; &quot;Employment system is unstable,&quot; &quot;When students are not interested in studying,&quot; and &quot;Lack of research fund.&quot; Whereas, the top demotivating items for Japanese college teachers were: &quot;students using cell-phones in classes,&quot; &quot;students sleeping in class,&quot; &quot;students taking rebellious attitudes,&quot; &quot;long meeting hours,&quot; &quot;much paperwork,&quot; and &quot;fixed teaching method.&quot; Implications for curriculum development, working conditions, and educational authorities will be discussed.
The Application of Corpora in Teaching Grammar: The Case of English Relative Clause
Author: Sahragard, Rahman
Date: 2013-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Computational Linguistics,Second Language Instruction,Second Language Learning,Phrase Structure,Consciousness Raising,English (Second Language),Foreign Countries,Indo European Languages,Statistical Analysis

The study was conducted to see if the provision of implementing corpora on English relative clauses would prove useful for Iranian EFL learners or not. Two writing classes were held for the participants of intermediate level. A record of 15 writing samples produced by each participant was kept in the form of a portfolio. Participants' portfolios in both the experimental and the control groups were analyzed to spot patterned errors. Having diagnosed the errors, both groups were instructed on the use of English relative clauses. The participants in the experimental group were instructed using the corpora as printed materials. The control group, however, were instructed using explicit definition, discussion and exemplification. Then, both group participants' portfolios were returned and they were asked to self correct their misapplied relative clauses. Interestingly, both groups had improved significantly. Two Chi-square tests on the use of &quot;that&quot; and &quot;which&quot; were run before and after classroom procedures on both groups. The first one suggested similar performance for the two groups but the second one favored the experimental group. The study suggests that applying corpora is an effective way to make students aware of their errors which ultimately leads them to self correction.
Corpus Study of Verb Patterns of Unaccusative Verbs &quot;Appear,&quot; &quot;Happen&quot; and &quot;Occur&quot; in L2 English Written by Japanese Learners of English
Author: Owada, Kazuharu
Date: 2013-00-00
Type: Journal Articles
Subjects: Computational Linguistics,English (Second Language),Second Language Learning,Japanese,Native Language,Verbs,Language Patterns,Writing (Composition),Grammar,Essays,Form Classes (Languages),Language Research,College Students,Foreign Countries

There have been many studies on the acquisition of English unaccusative verbs which make use of learner corpora. Most of these studies have so far concluded that even advanced learners of English ungrammatically passivize unaccusative verbs and produce sentences such as &quot;*The accident was happened&quot; and &quot;*The mobile phone was appeared.&quot; These ungrammatical passives thus produced are referred to as &quot;passive unaccusatives&quot; by many researchers. Oshita (2000) is probably the first to analyze examples of these ungrammatical unaccusative passives in a written learner corpus. He used data from Japanese learners consisting of 1,363 essays from the Longman Learners Corpus (LLC). However, in order to gain a more thorough understanding of Japanese learners of English, a corpus of 6,161 essays written by Japanese learners of English is used in this study. The findings in this study are that (1) Japanese learners of English do in fact produce ungrammatical unaccusative passive uses of &quot;appear,&quot; &quot;happen,&quot; and &quot;occur&quot; in writing; (2) they tend to use &quot;appear,&quot; &quot;happen,&quot; and &quot;occur&quot; with adverbials; and (3) while they sometimes use &quot;happen&quot; and &quot;occur&quot; as causative verbs, they do not use &quot;appear&quot; in this way.
Expressing Certainty in Discussion Sections of Qualitative and Quantitative Research Articles
Author: Dobakhti, Leila
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Reports,Qualitative Research,Statistical Analysis,Applied Linguistics,Computational Linguistics,Comparative Analysis,Language Usage,Writing (Composition),Authors,Journal Articles,Periodicals,Form Classes (Languages),Literature Reviews,Research Methodology

This paper investigates how boosters are used by qualitative and quantitative research article writers to express certainty. Boosters are words such as &quot;definitely,&quot; &quot;sure,&quot; &quot;demonstrate&quot; which signal writers' assurance in what they say. Drawing on a corpus of 200 research articles in Applied Linguistics, this study compares the use of boosting words in the Discussion sections of qualitative and quantitative research articles in Applied Linguistics. The focus is on the frequency, main functions and form of boosters in these two sets of articles.
The Effect of Language Immersion on Second Language Intonation
Author: Kang, Seokhan
Date: 2013-00-00
Type: Journal Articles
Subjects: Second Language Learning,Intonation,Korean,Native Speakers,English (Second Language),Sentences,Control Groups,Adults,Cues,Foreign Countries,College Students,English,Measurement Techniques,Phonology,Audio Equipment,Asians,Immersion Programs

This study investigated the effect of language immersion in an English-speaking environment on the production of intonational features in L2 English sentences. It was hypothesized that the Korean group who had been immersed in the English language as children would have intonation patterns more similar to native English speakers than a nonimmersed group of Korean speakers, who shared otherwise similar experience and proficiency with English. Sixty subjects in three groups--20 Korean adults in the immersed group, 20 Korean adults in the nonimmersed group, and 20 native English speakers (as a control group)--took part in the experiment. The immersed group was more native-like by having a steeper F0 declination tilt (a wider F0 range and a fast speech rate). However, the immersed group, like non-immersed group, exhibited difficulty in resetting F0 between adjacent phrases at boundary. These results suggest that the acquisition of second language (L2) intonation is affected by early immersion in an L2 environment, but the degree of intonational acquisition was shown to vary by subareas, in which some F0-related cues proved to be hard to acquire.
Writing for Journal Publication: An Overview of NNES Challenges and Strategies
Author: Fazel, Ismaeil
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing for Publication,Journal Articles,English (Second Language),Second Language Learning,Authors,Editing,Language Research,Writing Research,Writing Difficulties,Connected Discourse

After a brief discussion of the importance of publishing in academic journals, this paper provides an overview of studies on writing for publication of NNES (non-native English speaking) writers. Based on the related literature, different language problems facing NNES contributors, from the perspective of both NNES writers and journal editors, as well as strategies used to cope with challenges in writing for publication will be discussed.
The Forgotten: Formal Assessment of the Adult Writer
Author: McNair, Daniel J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Writing Evaluation,College Students,Writing Skills,Evaluation Methods,Syntax,Connected Discourse,Audiences,Spelling,Affective Measures,Prompting,Cues,Interrater Reliability,Learning Disabilities,Federal Legislation,Individual Development,Cognitive Processes,Performance Based Assessment,Measures (Individuals),Adult Students

This review of current writing assessment practices focuses upon the adult population, an area significantly underrepresented within psychoeducational literature. As compared to other populations, such as K-12 students, there are few options for the practitioner wishing to evaluate adult writers by means of standardized assessment instruments. This review of literature discusses common approaches to written expression assessment. While indirect assessment and cognitive processing approaches are reviewed in brief, significant attention is given towards the traditional approach of direct writing assessment. Aspects of direct assessment methods include syntax, cohesion, sense of audience, spelling, and fluency. In addition to these factors, the role of story prompts, rater reliability, and affective variables are considered. The paper concludes with brief overviews of applicable standardized assessment instruments for written expression assessment of this population. Particular focus is given towards the Wechsler Individual Achievement Test-II (WIAT-II) and the more recent edition of the Wechsler Individual Achievement Test-III (WIAT-III). The authors contend that although the WIAT-II may have been an adequate instrument for direct assessment of writing ability in adults, test developers have failed to maintain a focus on this population in the more recent WIAT-III. This inadequacy is evidenced in the omission of grade-based scoring tables for college populations and lack of content appropriate writing prompts for adults. Implications for practitioners working with postsecondary populations are discussed.