ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Guide: Super Saturday Series (S3) Dashboard in Power View
Author: Napier, Nannette P.
Date: 2018-04-00
Type: Journal Articles
Subjects: Information Systems,Computer Literacy,Visualization,Computer Software,Spreadsheets,Charts,Data Analysis,Case Method (Teaching Technique),Undergraduate Students

Dashboards allow managers to interact with data, asking &quot;what if&quot; questions and looking for patterns. This topic is typically mentioned in information systems courses; however, many students will not have experience with developing dashboards or using them to answer business questions. The purpose of this assignment is to provide students with hands-on experience creating a dashboard using Excel's free Power View add-in. The exercise is based upon a real case. Students are provided anonymized registration data for participants at the Super Saturday Series (S3), an outreach event for middle and high school girls. The dashboard is designed for the S3 Directors to answer questions such as: How much money was collected? Which day and time of day was the most popular for registrations? How many participants attended each date? Which school systems had the highest number of attendees? Lowest number of attendees? Step-by-step instructions demonstrate how to add different types of visualizations, including line charts, bar charts, and tables. Students will customize their dashboard by selecting a theme and inserting an image. After completing the dashboard, students will use it to answer business questions. This assignment is suitable for undergraduate students taking a computer literacy, introductory information systems, or data analytics course. Although some basic proficiency in Excel is required, students do not need any prior experience in Power View to complete this assignment.
Helping Students to Automatize Multiplication Facts: A Pilot Study
Author: Allen-Lyall, Barbara
Date: 2018-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Elementary School Mathematics,Elementary School Students,Multiplication,Pilot Projects,Intervention,Grade 3,Memorization,Retention (Psychology),Quasiexperimental Design,Control Groups,Comparative Analysis,Grade 4,Experimental Groups,Mathematical Concepts,Mixed Methods Research,Correlation

Attaining automaticity with multiplication facts during the elementary school years provides students with a strong foundation for understanding the interrelationship of rational numbers and strengthening mathematics computation throughout schooling. Automaticity also supports the development of number sense and ongoing mathematics learning due to expansion of students' mathematics self-concept. This study explores the efficacy and feasibility of an intervention approach to facts acquisition for Grade 3 students in the northeastern U.S. Students in seven classrooms across two diverse suburban community schools participated in a ten-week supplementary intervention program designed to improve motivation for facts memorization and increase facts automaticity. An assessment of facts acquisition and retention was administered to participants the following September upon entering Grade 4. Analysis shows significant growth in facts acquisition and retention across study groups when compared to 4th grade students' facts retention in the study schools during September of the previous year.
A Critique of Grading: Policies, Practices, and Technical Matters
Author: Anderson, Lorin W.
Date: 2018-04-16
Type: Journal Articles
Subjects: Grading,Grades (Scholastic),Academic Standards,Educational Policy,Reliability,Validity,Outcomes of Education,Tests,Student Projects,Homework,Psychological Patterns,Self Esteem,Academic Achievement,Student Motivation,Grade Point Average

In recent years there was been a raft of criticisms of the way that grades (or marks) are assigned to students. The purpose of this paper is to examine the strengths and weaknesses of grading systems and grading practices, drawing upon both historical and contemporary research and writing. Five questions are used to frame the review and organize the paper. They are: (1) Why do we grade students? (2) What do grades mean? (3) How reliable are students' grades? (4) How valid are students' grades? and (5) What are the consequences of grading students? The results suggest that (1) The are several purposes for grading students; the way that grades are assigned and reported should be consistent with the specified purpose. (2) Grades mean different things to different people (including the teachers who assign them). (3) Grades on a single task (e.g., a test or project, a homework assignment) are quite unreliable, whereas cumulative grades (that is, those based on several data sources) are reasonably reliable. (4) The validity of grades on a single task is virtually impossible to determine; however, the evidence suggests that cumulative grades are reasonably valid. (5) Grades influence a variety of student affective characteristics (e.g., self-esteem). However, their influence is no greater, nor less than, a host of other school-related factors.
Dragon Air: A Database Design Case
Author: Wynn, Donald, Jr.
Date: 2018-04-00
Type: Journal Articles
Subjects: Database Design,Database Management Systems,Case Method (Teaching Technique),Air Transportation,Student Developed Materials,Assignments,Input Output Analysis,Task Analysis

This case describes a real-world scenario based on a fictional new commuter airline seeking to develop a database to support their operations. Students are asked to design and develop a database to allow the airline to track flights, passengers, bookings, and more, based on a set of business rules, default data, and other requirements. The case has been designed for use in a database management course for students having little relational database experience other than the content of the course itself. Teaching notes containing suggestions and a possible solution are provided upon request.
Evaluation of Teachers of Basic Education: Political Tensions and Radical Oppositions
Author: de Ibarrola, María
Date: 2018-04-16
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,General Education,Educational Change,Educational Objectives,Resistance to Change,Unions,Program Implementation,Social Change,Politics of Education,Program Design,Educational Policy,Conflict,Nongovernmental Organizations,Educational Researchers,College Faculty,Mass Media

This paper focuses upon the enactment and implementation of a National Educational Reform in Mexico, which introduced competitive examinations for teachers entering the newly established Professional Teaching Service of the National Educational System, and compulsory evaluation of all teachers in active service for promotion and tenure. The analysis describes the (1) aims and intentions of the Reform, (2) the force and errors in its implementation, (3) the opposition of a radical wing of the National Union of Educational Workers, and (4) the social turmoil this confrontation has caused. A theoretical basis for a political analysis of educational reform is provided, one that includes an understanding of the political nature of the reforms, the distinction between design and implementation, and the use of different categories to provide a solid analytical framework. It is important to understand the actors of the opposing forces, the aims they pursue, the rationale of their arguments, and the nature of their power.
Erosion of Autonomy: The Pitfall of Educational Management in Nigeria Universities
Author: Olorunsola, Edith O.
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Institutional Autonomy,College Administration,Questionnaires,College Faculty

This study examined the concept of autonomy and its effect on the management of universities in Nigeria. Four major dimensions of university autonomy were investigated. An instrument titled Erosion of University Autonomy Questionnaire (EUAQ) was used to collect data. The instrument was administered for four universities. The study employed a descriptive research of the survey type. The data collected ware subjected to frequency counts, percentages and correlation matrix for analysis. The instrument used was subjected to thorough screening by experts in educational management and tests, and measurements. Both face and content validity of the instrument was ascertained by its appropriateness in measuring what it was supposed to measure. Results showed that the levels of autonomy in the four dimensions were high and there was significant relationship between the four dimensions of autonomy (organization, financial, staffing and academic autonomy and management of the universities). Recommendations were made that if the university autonomy is preserved, it will instill confidence in the Vice Chancellors, and management to act; moreover, it will promote a high sense of meaning, competence and commitment among the staff and management. This will enhance the ability to be resourceful, innovative, improve productivity and the use of initiative by both the management and workers. In addition, brain drain, turnover and conflict in the universities will be at its low ebb.
An Examination of Teacher Candidates&apos; Attitudes towards Teaching Profession
Author: Muhammet, Bas
Date: 2018-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teaching (Occupation),Foreign Countries,Statistical Analysis,Measures (Individuals),Gender Differences

Teaching profession is one of the hardest jobs of today. Teachers who raise the safeguards of our future, that is, our students should be aware of the principles, methods and techniques needed for teaching; should have taken the pedagogical formation training, should have enhanced communication skills and should closely follow science and technology with a mind open to modernization. Teachers also must carry the feeling of responsibility, have high sense of awareness and consciousness, be developed in their own fields, should know well how to learn and teach, continuously refreshing their self, away from troubles, problems, and stress and supportive to their students in any case. This study was conducted to determine the attitudes and views of the teacher candidates towards the teaching profession. In the study, general survey model, which is an example of descriptive survey methods, has been implemented. The sample of the study consists of 347 teacher candidates from Mustafa Kemal University, Faculty of Education in 2017/2018 academic year. As data collection tool, Attitude Scale Towards the Teaching Profession was utilized. Study of validity and reliability of the scale has been calculated and Cronbach Alpha coefficient has been found to be 0.919. As a result of the study, it was found that the attitudes of teacher candidates towards the teaching profession were below the expectations, the attitudes of female teacher candidates were better than male candidates' attitudes and teacher candidates studying in computational programs were more passionate about the teaching profession.
Educational Decentralization Efforts in a Centralized Country: Saudi Tatweer Principals&apos; Perceptions of Their New Authorities
Author: Meemar, Salah S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Administrative Organization,Online Surveys,Administrator Surveys,Multiple Regression Analysis,Barriers,Power Structure,Administrator Responsibility,Statistical Analysis

This study captures the perspectives of school principals in Saudi Arabia regarding the new authorities granted to them as part of their country's education decentralization efforts. Specifically, it explores these principals' perceived ability to implement the new authorities, the levels of support they received, the effectiveness, and any additional authorities they desire. This study provides an opportunity to analyze the early efforts of a country with a very centralized educational system to implement decentralization efforts. A total of 173 Tatweer school principals completed an online survey, and findings suggest these Saudi principals perceived a limited ability to implement the authorities, low to moderate support, and only slight agreement that the authorities would achieve desired outcomes. Multiple regression analysis revealed that the principals' perceived ability to implement administrative authorities, perceived support in implementing technical authorities, and years of experience predicted their beliefs about the effectiveness of the authorities.
Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
Author: Choe, Ann Tai
Date: 2017-00-00
Type: Journal Articles
Subjects: Intention,Intercultural Communication,Written Language,Native Speakers,English,Second Language Learning,Electronic Mail,Difficulty Level,Accuracy,English (Second Language),Discourse Analysis,Foreign Countries

This paper investigates the dynamics of willingness to communicate (WTC) in written communication between a native and non-native speaker of English. Although research into WTC has identified topic as an interacting variable affecting L2 learners' WTC during task performances (MacIntyre &amp; Legatto, 2011) and classroom interactions (Cao, 2013), fewer studies have explored the nature of written WTC, its relationships with topics, as well as L2 writing development. This study addresses this gap by exploring the dynamism of WTC in writing from a Complex Dynamic Systems Theory (CDST) perspective. Through the employment of three methods--WTC analysis, complexity and accuracy analysis, and functional analysis--the findings suggest that WTC in written communication also reflects the characteristics of a dynamic system. Specifically, it fluctuates as the interlocutors organically move from one topic to the next. Results from the complexity and accuracy analysis and functional analysis provide further evidence to confirm that L2 development is a highly variable and nonlinear process. Overall, these findings lend support to the CDST perspective of interlanguage (IL) development, including dynamism in WTC and L2 writing development.
Exploring the Variability of the Preposition &quot;In&quot; in Written Communication
Author: Ahmed, Shafinaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Systems Approach,Native Speakers,Grammar,Language Usage,Written Language,English,Figurative Language,Comparative Analysis,Chinese,Spanish,Bilingualism,Electronic Mail,Intercultural Communication,Cultural Awareness,Discourse Analysis

Complex Dynamic Systems Theory (CDST) has been applied to the study of second language acquisition to possibly account for the nonlinear development and variability found within second language development. Characteristics of a dynamic system that make it compatible with examining the developmental trajectory of second language acquisition include the presence of subsystems, variability, and the dependence on internal cognitive and external social and environmental resources (De Bot, Lowie, &amp; Verspoor, 2007; Van Geert, 2008). Using a CDST perspective, this study looked at the use of the preposition &quot;in&quot; within the written communication of a native speaker of English and a non-native speaker. Three methods of data analysis-target-like use analysis, form-function analysis, and metaphor analysis-were employed to track how the use and function of the preposition &quot;in&quot; varied over time. Results indicate that an individual's literal and conceptual engagement with and production of a language develops over time in a non-linear manner.
Complex Dynamic Systems Research: Some Insights on Data Analysis
Author: Lew, Wai Man Adrienne
Date: 2017-00-00
Type: Journal Articles
Subjects: Data Analysis,Intercultural Communication,Second Language Learning,Interlanguage,College Students,Chinese,Native Language,English (Second Language),Spanish,Bilingual Students,Semantics,Pragmatics

Acquiring a second language (L2) has been increasingly recognized to be an ongoing developmental process, one that progresses in a fluid and non-linear fashion (Larsen-Freeman, 2015). Instead of operating like a mechanical black box that parses incoming linguistic information and outputs oral/written language indiscriminately, the learner's developing system has been shown to be selectively adaptive (e.g., Han &amp; Selinker, 1999; Schachter, 1974; Slobin, 1996). Where variability in acquisitional data arises, more than one of the following factors are likely involved: crosslinguistic influence, avoidance, conceptual transfer, among others. For this reason, research adopting a Complex Dynamic Systems approach to data analysis has gained sway in Second Language Acquisition (SLA) in recent years. Unlike most existing empirical L2 acquisition studies that employ only a single method of data analysis, L2 Complex Dynamic Systems research advocates the application of multiple data analysis methods to the same set(s) of empirical data. In doing so, researchers are more likely to gain a multidimensional and finer-grained grasp of what the empirical L2 data might in fact be suggesting about the learner's developmental trajectory.
Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
Author: Van Horn, Jordan
Date: 2017-00-00
Type: Journal Articles
Subjects: Error Patterns,Case Studies,Applied Linguistics,Error Analysis (Language),Native Speakers,Qualitative Research,Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Foreign Countries,Bilingual Students,Spanish,English,Data Analysis

This case study analyzed data from an asynchronous written mediated exchange between a native speaker and nonnative speaker of English. Three methods of analysis-error analysis, propositional complexity (idea units), and qualitative analysis were used to analyze learner performance over time. The results from these methods were visualized and interpreted according from Complex Dynamic Systems Theory (CDST) perspective, which allows longitudinal language production data to be interpreted from multiple perspectives so that change can be understood at both the micro and macro levels. Results from the analysis revealed patterns of linguistic change both within and between participants as they interacted over time. Several instances of continuity in language production were observed between the participants, including a drop in error rate that coincided with an increase in minor idea units during one turn of the exchange. Results from a qualitative analysis offer several explanations for this finding and are related to the implications this holds for CDST.
Trade-Off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
Author: Gonzalez, Jordan
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Accuracy,Interlanguage,English (Second Language),Writing Skills,Native Speakers,Error Analysis (Language),Case Studies,Systems Approach,Correlation,Qualitative Research,Computer Mediated Communication,Electronic Mail,Language Fluency,Cognitive Processes,Linguistic Performance

This paper responds to &quot;Exploring the dynamism between propositional complexity and error rate: a case study&quot; (EJ1176705) by Jordan Van Horn (this issue). In her study, Jordan Van Horn analyzes asynchronous email exchanges between a native and nonnative speaker of English utilizing three methods of analysis: error analysis, complexity analysis, and qualitative analysis. In triangulating the data, the author states that this mixed-methods approach can offer a better solution to limitations that arise as a result of employing only one method to analyze performance data. Indeed, interlanguage data often exhibits patterns of variability in complexity and accuracy in L2 learners (Spoelman &amp; Verspoor, 2010). In order to better account for this variability and enhance our understanding of second language acquisition (SLA), the author incorporated Complex Dynamic Systems Theory (CDST) to guide her analysis. CDST facilitates the unification of the three methods of analysis since it posits L2 language as exhibiting the characteristics of complex systems and L2 language development as one that involves natural flux and variation (Verspoor, Lowie &amp; van Dijk, 2008). A major contribution of this study was Van Horn's finding of connected growers between complexity and accuracy. The CDST construct &quot;connected growers&quot; is defined by the author as linguistic subsystems that develop symbiotically as they interact. In other words, linguistic subsystems such as complexity and accuracy were found to have a positive correlation. This finding has major implications not only for our understanding of complex dynamic systems, but also, of SLA in particular, as during L2 linguistic performance, complexity and accuracy often compete with each other for cognitive resources and positive correlations between these two areas have been less common in the literature (Skehan, 2009). Thanks to Van Horn's study, we can understand interlanguage as a system, which interacts with other external systems (i.e. native speakers), while also consisting of interdependent systems (i.e. accuracy and complexity) that interact with each other.
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
Author: Ahmed, Shafinaz
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Interaction,Second Language Instruction,Interlanguage,Systems Approach,Applied Linguistics

Since its inception in the late 1960's, the field of Second Language Acquisition (SLA) has undergone many transformations. As pre-existing theories have been expanded upon and new theories introduced, researchers and practitioners have come to a deeper understanding of the second language (L2) learning process. The past two decades, in particular, have seen a shift in the way that L2 learning is conceived. Ever since Diane Larsen-Freeman published her seminal article on complex systems and L2 development (Larsen-Freeman, 1997), the theory known as Complex Dynamic Systems Theory (CDST) has brought a new orientation into SLA discourse. Since then, researchers have transferred their attention from acquisition to development, linearity to nonlinearity, and stability to variability. It is this shift that provides the impetus for this special issue of the Teachers College Working Papers in TESOL and Applied Linguistics. In this issue, four studies apply CDST concepts and various methods of data analysis to a single, naturalistic dataset, which consists of an asynchronous, dyadic written e-mail interaction between a native speaker (NS) and non-native speaker (NNS) of English. The findings within the different studies are varied and together provide a complex, yet not entirely complete, view of intercultural interaction and developing interlanguage as dynamic systems. This introduction will provide some historical background for CDST, followed by a discussion of the characteristics of dynamic systems. Prior empirical research within the CDST framework will also be discussed. Finally, the context of the special issue will be described in more detail along with a brief summary of the four studies that comprise this special issue.