ethanporcaro/eric-fulltext-meta huggingface dataset:
Footstep towards Inclusive Education
Author: Abbas, Faiza
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Surveys,Questionnaires,Elementary Secondary Education,Teacher Attitudes,Knowledge Level,Special Education,Age Differences,Foreign Countries

Inclusive education is a rising trend in the world. The first step towards inclusive education is providing the awareness to the general education teachers. This study focused to investigate the general education teachers of primary and secondary level awareness about the special education and inclusive education. This study is descriptive method used survey type. Closed ended questionnaire developed for collecting data. 300 teachers were selected as sample from primary and secondary schools through random sampling technique. Teacher's awareness level unfortunately not good particularly primary rural areas school teachers. The age groups (25-30) of teachers with high qualification have strong awareness level about special education (90%) and inclusive education (40%). While,senior age group (51-55) have poor knowledge about special education (40%) and inclusive education (2%). Respondents' education matters regarding awareness about special education and inclusive education. Awareness level was escalating with education.
Mental Images towards the Concept of Drama
Author: Pekdogan, Serpil
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Education,Drama,Figurative Language,Mixed Methods Research,Correlation,Classification,Foreign Countries

The aim of this study is to examine the mental images of preschool teacher candidates related to the concept of drama via metaphors. We questioned these questions; &quot;What are the metaphors or mental images of teacher candidates?,&quot; &quot;Under which conceptual categories are these metaphors or mental images can be collected?&quot; and &quot;Is there any significant correlation between the categories?&quot; For this purpose we studied with 1st, 2nd, 3rd and 4th grade bachelor degree students (preschool teacher candidates) who are attending to a faculty of education department of preschool education in Black Sea Region of Turkey. 34 teacher candidates from grade 1, 33 from grade 2, 44 from grade 3 and 41 from grade 4, totally 152 teacher candidates participated to this study. Teacher candidates from grade 1 and 2 haven't attended to a drama course before, but 3 and 4. We used Mixed Method Research. Participants were asked to create metaphors as much as they want by completing &quot;Drama is like …………… Because …………………&quot; sentence. Teacher candidates created 624 acceptable metaphors related to the concept of drama. We analyzed the answers and divided them to 7 different conceptual categories as &quot;Action,&quot; &quot;Human,&quot; &quot;Object,&quot; &quot;Concrete,&quot; &quot;Abstract,&quot; &quot;Nature&quot; and &quot;Animal.&quot; Most metaphors were created in the categories of &quot;Action,&quot; second in &quot;Abstract&quot; and third in &quot;Object.&quot; We found a significant correlation between the categories of &quot;Concrete&quot; and &quot;Object,&quot; &quot;Nature&quot; and &quot;Object.&quot; (p&lt; 0.05). There should be more studies on mental images related to the concept of drama may be with different samples or variables.
The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement
Author: Asha, Intisar K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Grade 6,Decision Making,Academic Achievement,Experimental Groups,Control Groups,Geometry,Mathematics Instruction,Achievement Tests,Statistical Analysis,Teaching Methods,Foreign Countries,Elementary School Students,Females,Questionnaires

This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control group that followed the traditional method. The students were taught the Geometry unit in mathematics from their mathematics book which required (16) lessons to finish. Then, an achievement and a decision making skill tests were administered. The validity and reliability of the tests were achieved by using suitable methods. The results of the study showed that there were significant statistical differences between the two groups concerning the students' skill in decision making and their results in the achievement test in favor of the experimental group.
Is the No Child Left Behind Act Adversely Impacting the Academic Performance of Latino Students in the U.S.? Yes, Indeed!
Author: Casas, Martha
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Hispanic American Students,Academic Achievement,Achievement Gap,Longitudinal Studies,Nontraditional Education,Curriculum Development,Multicultural Education,Art Education,Elementary Secondary Education,Middle School Students,High School Students,Instructional Effectiveness,Qualitative Research,Statistical Analysis,Questionnaires

This paper first examines the impact of the No Child Left Behind Act (NCLB) of 2001 on the academic performance of Latino students in the U.S. Although the purpose behind NCLB is to help improve academic proficiency in the areas of reading, language arts, and mathematics, research demonstrates that there is still an achievement gap between minority and non-minority students. Second, the paper describes how NCLB impedes the academic success of Latino students by narrowing the curriculum. Third, in describing her longitudinal study with Latino students enrolled in an alternative education program, the author explains how designing a multicultural/anti-racist curriculum helped the students overcome the negative effects of oppositional culture.
From Teacher Isolation to Teacher Collaboration: Theoretical Perspectives and Empirical Findings
Author: Ostovar-Nameghi, Seyyed Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Isolation,Teacher Collaboration,Professional Development,Efficiency,Job Satisfaction,Communities of Practice,Teacher Improvement,Reflective Teaching,Observation,Mentors,Peer Teaching,Evidence

This study aims at: (1) reviewing the underlying causes of teacher isolation; (2) unrevealing the negative effects of isolation on teachers' professional and personal life; (2) illustrating different modes of voluntary collaboration among teachers; (4) presenting substantive evidence is support of collaboration as an efficient mode of professional development, and (5) drawing implications for practice. Since collaboration leads to professional development and academic satisfaction, it is suggested that schools: (1) be structured in ways that maximize collaborative discussion among teachers; (2) create conditions that are conducive to growth and development for both teachers and learners; (3) reinforce study groups which aim at making teachers reflect on their current beliefs and practices and change them for the better; (4) move away from the once-popular teacher training courses towards teacher study groups, peer observation of teaching and mentoring, which are conducive to constructing knowledge rather than passively receiving knowledge. The review has many other clear implications for practitioners and other stakeholders.
Cultivating College Students' National Culture Identity Based on English Education
Author: Yuan, Yang
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,English Instruction,College English,Foreign Countries,Ethnicity,Ethnic Groups,Cultural Differences,Comparative Analysis,Global Approach,Teaching Methods,English (Second Language),Second Language Learning,Cultural Background

Our country is a multi-ethnic country with plentiful national culture achievements, and the development of the national culture shows a trend of diversity, so cultural identity construction is particularly important. Article analyzes the concept of national identity, the relation between cultural identity and ethnic identity, the present situation of national cultural identity in the English education in our country, and the English education and national culture identity education in surrounding neighbor countries, then proposes some suggestions of implementing national cultural identity education based on English Education.
&quot;Nostra Aetate&quot; and the Effect of Segregation on the Attitude of Children: A Call for a Dynamic Re-Evaluation of Pedagogical Policy in a Pluralist Society
Author: Nwanaju, Isidore U.
Date: 2016-00-00
Type: Journal Articles
Subjects: Childhood Attitudes,Cultural Pluralism,Religion,Social Attitudes,Catholics,Intergroup Relations,Educational Discrimination,Social Discrimination,Systems Approach,Foreign Countries

Since it is a known fact that the &quot;point de depart&quot; of &quot;Nostra Aetate&quot; is the recognition of diversity, pluralism, and inclusiveness in modern society in its declaration more than forty years ago, it is the aim of this paper to point out the pedagogical problems and difficulties underlying the continued and intentional segregation of children from the same or within the same society based on religious belief and faith, especially in line with the noble intention of the same document to enhance mutual relations with other non-Christian religions, especially Muslims and Jews (as well as Buddhists, Hinduists) etc. There are two ways of looking at this: from the point of view of the type of education given to children and young ones in the name of religious beliefs and from the type of social attitudes they are meant to exhibit, which cuts them off from normal interaction with other children. The conclusion of the paper will point to the type of danger associated with this kind of segregation or isolation, leading to discriminative behaviour--especially as it works against the dynamic principles of social behaviour, based on openness and the moral values of justice, love, and honesty. The paper, whose approach is interdisciplinary, also shows that religion when mishandled, could be a major instrument of social disruption, especially in a pluralist and multi-cultural society, thus working against the very purpose of writing &quot;Nostra Aetate&quot; by the Second Vatican Council Fathers.
&quot;Who's Got the Chalk?&quot;: Beginning Mathematics Teachers and Educational Policies in New York City
Author: Haydar, Hanna
Date: 2008-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Mathematics Teachers,Educational Policy,Urban Schools,High Stakes Tests,Mathematics Curriculum,Educational Legislation,Federal Legislation,Novices,Teaching Experience,Teacher Attitudes,Teacher Surveys,Teacher Influence,Educational Planning,Educational Practices,Textbooks,Criticism,Influences,Workshops,Observation,Surveys,Interviews

Under The No Child Left Behind act, beginning mathematics teachers in New York City find themselves at the crossroad of multi-level educational policies that span the different domains of the teaching profession, from the recruitment and support process to accountability, standards and assessment requirements, to pedagogical models and the teaching practices in the classroom. In this research the author provides the beginning teachers' perspectives on their experiences as they face some of these policies as --novices? in the context of a New York City classroom. The data reported here suggest a dissonance among the various policies and confirm how high stake test are narrowing the mathematics curriculum and how teachers filter the policy messages according to their priorities and experiences.
A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context
Author: Foomani, Elham Mohammadi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Instructional Design,English (Second Language),Second Language Instruction,Handheld Devices,Electronic Learning,Student Developed Materials,Information Dissemination,Personal Autonomy,Blended Learning,Computer Assisted Instruction,Institutes (Training Programs),Cognitive Processes,Constructivism (Learning),Active Learning,Interviews

Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N = 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students' perceptions of mobile use in language learning in Iran.
Trends and Choices--Taiwanese and Chinese Identities: &quot;An Examination of Language and Culture Textbooks in Taiwan&quot;
Author: Ou, Sheue-jen
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Identification (Psychology),Junior High Schools,Textbook Evaluation,Ethnic Diversity,Political Influences,Ideology,Cultural Influences,Grade 7,Social Influences,Social Change,Statistical Analysis,Qualitative Research,Content Analysis,Coding,Asian History

In many nations educators are fighting to build a curriculum that reflects the knowledge and beliefs of all peoples rather than a dominant political power group. This perspective is particularly significant when examining school discourse in Taiwan, a country with a long-standing multicultural population and a diverse history of alien occupations. After ending 38 years of martial law in 1987, Taiwanese intellectuals began to challenge the Sinocentric education of national standardized Chinese language/culture textbooks which had neglected unrepresented ethnic groups, hindering the development of students' Taiwanese identity. In 2001, the Ministry of Education relinquished the editorship of high school standardized textbooks to private publishers. This paper examines how political ideology and cultural representation in grade-seven Chinese textbooks have influenced the formation of Taiwanese students' identities since the 1970s. The data samples are from junior high school Chinese textbooks between 1970 and 2004. The results indicate in the early 2000s private publishers' textbooks enhanced not only Taiwanese discourse but also a hybrid of Chinese, Taiwanese and Western discourses promoting local and mixed identities, as well as a global identity.
Critical Home-Based Challenges Inhibiting Effective Participation of Pupils in Rural Public Primary Schools in Narok North Sub-County, Narok County, Kenya
Author: Mwanik, Kantim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Rural Education,Elementary School Students,Elementary Schools,Questionnaires,Interviews,Observation,Check Lists,Family Environment,Barriers,Poverty,Value Judgment,Language Usage,Parent Participation,Child Health,Cultural Influences

The thrust of this study was to examine the critical challenges inhibiting effective participation in education by pupils from rural public primary schools in Central Division, Narok North Sub-County, in Narok County, Kenya. The study adopted a descriptive cross-sectional research design. Combinations of stratified and purposive sampling strategies were employed to select 60 class teachers, 30 headteachers, 120 upper primary school pupils (class 5-8) and two Quality Assurance and Standards (QUASO) officers yielding a sample size of 212 respondents drawn from 15 primary schools in the study locale. The main data collection instruments were questionnaires, interview guides and observation checklist. The study revealed that the main home-based variables negatively influencing enrollment and participation in public primary schools in Narok sub-County were: poverty, low premium attached to education, language barrier, inadequate parental involvement in the education of their children and poor of health of pupils. It was recommended that concerted efforts among key education stakeholders particularly parents and members of the provincial administration should be empowered to enable them dismantle the home-based bottlenecks and effectively provide for their children's education.
Affirmative Action, the Academy and Compromised Standards: Does Affirmative Action Lower Standards in University Hiring, Tenure and Promotion?
Author: Hanks, Lawrence J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Affirmative Action,Personnel Selection,Tenure,Promotion (Occupational),Standards,Hypothesis Testing,Civil Rights Legislation,Federal Legislation,Teacher Surveys,College Faculty,Teacher Attitudes,Educational Trends,Universities,Misconceptions

The literature opposed to affirmative action in hiring, granting tenure and promotion in the university claims that it lowers standards. However, anecdotal evidence suggests that in the decades prior to the institutionalization of affirmative action in the Academy, hiring, tenure and promotion standards were quite lax--resembling an &quot;old boys network.&quot; With the advent of affirmative action and the access of the academic market to candidates of both genders and diverse racial groups, came an institutionalization of specified--and therefore higher--standards for hiring and tenure of faculty. Thus, affirmative action has not had a negative impact on standards; ironically, it has led to the creation of standards. Therefore, because of affirmative action, all candidates today (even those that directly benefit from affirmative action) meet higher standards for hiring and assigning tenure than existed in the pre-affirmative action period. The purpose of this study is to test that hypothesis using email surveys of Emeriti faculty of the College of Arts and Sciences at a large Midwestern University.
Clinical Evaluation of Baccalaureate Nursing Students Using SBAR Format: Faculty versus Self Evaluation
Author: Saied, Hala
Date: 2016-00-00
Type: Journal Articles
Subjects: Nursing Education,Nursing Students,Student Evaluation,Self Evaluation (Individuals),Evaluation Methods,Competence,Comparative Analysis,Undergraduate Students,Pediatrics,College Faculty,Statistical Analysis,Females,Foreign Countries,Correlation,Scores

Clinical training is of paramount importance in nursing education and clinical evaluation is one of the most challenging responsibilities of nursing faculty. The use of objective tools and criteria and involvement of the students in the evaluation process are some techniques to facilitate quality learning in the clinical setting. Aim: The aim of the present study was to assess the relationship of self and faculty evaluation of clinical competency of baccalaureate nursing students using SBAR tool. Methods: A cross-sectional comparative design was adopted. 53 undergraduate nursing students enrolled for pediatric nursing course during the study period were included in the study. Three pediatric nursing clinical faculty conducted evaluation of these students with SBAR tool followed by self-evaluation by students using the same tool. The data were analyzed using SPSS software descriptive (mean and standard deviation) and inferential (Independent sample t-test and Pearson correlation coefficients) statistics. Results: There was no significant difference between self and faculty evaluation on most of the domains of the tool and there was a significant correlation between self and faculty evaluation on all the four domains of SBAR. Conclusion: The results of the present study support the use of SBAR tool and self-evaluation along with faculty evaluation to facilitate clinical learning of undergraduate nursing students.
Iraqi EFL Learners' Problems in Using Conjunctions as Cohesive Devices
Author: Darweesh, Abbas Deygan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Skills,Writing (Composition),Academic Discourse,College Students,Grammar,Sentences,Error Patterns,Essays,Form Classes (Languages)

Writing has been assumed to be the most problematic language skill for ESL/EFL learners (Ting, 2003; Ong, 2011) and even for native speakers (Norrish, 1983). Apparently, Prommas and Sinwongsuwat (2011:77) stated that writing is more challenging than speaking since in written communication there is no extra means of help in terms of nonverbal expressions including gesture, facial expressions, and head movement, which are usually made use of to confirm that the message is properly to presented. Hence, it is significant for ESL/EFL learners should others that they know well how to write in a way that makes the message clear for the readers .As such, learners ought to be aware of the mechanics of academic writing by mastering the formal and structural properties of a language. Not only does academic writing need the ability of university students to construct grammatical sentences, but it also requires the ability to construct a cohesive text by knowing how to using conjunctions. Though conjunctions are not the only means that realize cohesive connectivity, they still function to signal logical relations in a text and help the reader connect different units and paragraphs to make sense of the text (Heino, 2010), and thus, they are regarded as the most important cohesive devices ensuing text unity. This paper aims to investigate the errors committed by Iraqi university EFL students in using conjunctions in their essays writing. The study is limited to Iraqi EFL second year students in English Dep, College of Arts, Kufa University during the academic year (2015-2016). (A bibliography is included.)