ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Instruction on Learners' Pragmatic Awareness: A Focus on Refusals
Author: Soler, Eva Alcon
Date: 2010-00-00
Type: Journal Articles
Subjects: Speech Acts,Second Language Learning,Cognitive Processes,Second Language Instruction,English (Second Language),Pragmatics,Metacognition,Interlanguage,Undergraduate Students,Foreign Countries,Teaching Methods

The benefits of instruction on learners' production and awareness of speech acts is well documented (see Alcon and Martinez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Felix-Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners' attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners' awareness of refusals. (Contains 3 tables and 1 figure.)
Practice for Second Language Learning: Don't Throw out the Baby with the Bathwater
Author: DeKeyser, Robert
Date: 2010-00-00
Type: Journal Articles
Subjects: Individual Differences,Second Language Instruction,Second Language Learning,Teaching Methods,Cultural Context,Linguistic Theory,Linguistic Input,Role Playing,Communicative Competence (Languages),Task Analysis,Skill Development,Drills (Practice)

After presenting some of the main arguments against certain narrow concepts of second language practice, this article argues that a broader concept of practice, still focused on form or even forms, but with due attention to form-meaning links and with appropriate sequencing of activities to ensure declarative knowledge first, followed by its proceduralization and (at least partial) automatization, is as relevant as ever. A brief overview is given of the range of activities that fall within this concept, and recommendations are made for adaptation to students' individual and group differences.
Physical Activity Promotes Academic Achievement and a Healthy Lifestyle when Incorporated into Early Childhood Education
Author: Abadie, Ben R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Obesity,Physical Activities,Early Childhood Education,Physical Activity Level,Health Conditions,Academic Achievement,Young Children,Hygiene,Life Style,Health Behavior,Health Promotion,Diabetes,Hypertension,Correlation,Physical Education

The detrimental effects of physical inactivity within children have enormous personal health consequences. These health conditions have the potential to impact the economic vitality of society as a whole. Studies have indicated that inactive children are far more likely to suffer from obesity, type II diabetes, and hypertension than their physically active peers. Research also indicates that these health problems tend to follow the individual into adulthood. Seventy percent of obese adolescents will become obese adults (Reilly, 2007). In addition to the health benefits of physical activity, physical activity has also been positively correlated to academic achievement when integrated into early childhood educational programs. This paper will primarily review the evidence that demonstrates the positive influence of physical activity on academic achievement in early childhood education. This paper will further provide basic guidelines for developing an early childhood education program.
Intervention Strategies for Pre-School Students with Special Needs
Author: Zucker, Gloria H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Intervention,Disabilities,Special Needs Students,Preschool Children,Skill Development,Child Development,Infants,Developmental Stages,Oral Language,Language Acquisition,Emergent Literacy,Teaching Methods,Mathematics,Number Concepts,Inquiry,Science Instruction,Interpersonal Competence,Social Development,School Readiness,Inclusion,Mainstreaming,Mentors,Parent Role,Student Needs

Students with special needs require unique intervention strategies as they enter infant care and preschool environments. The techniques and materials discussed in this paper are designed especially for the child's unique abilities and disabilities. This paper will also focus on the skills needed for infants who have been identified as requiring intervention strategies as they transition into pre-school and kindergarten programs. Strategies will be provided for parents who reinforce the skills and behaviors at home. (Contains 18 footnotes and 1 figure.)
Breaking Bonds, Actualizing Possibility: Schools as Community Hubs of Social Justice
Author: Williams-Boyd, Pat
Date: 2010-00-00
Type: Journal Articles
Subjects: Children,Poverty,Economically Disadvantaged,School Role,Social Justice,Child Health,Health Services,Community Schools,Integrated Services,Holistic Approach

One of every two children in the world lives in poverty, with no access to safe water, health services or adequate shelter to the extent that 25,000 children die every day. Thirty-seven million Americans, thirteen million of whom are children, live below the poverty level. Of the developed world, despite our wealth and sophistication, the United States has the most children who live in poverty. Rather than race, ethnicity or gender, it is poverty, socio-economic class and deprivation that account for poor performances in school, to the extent that young people from poor families are three times more likely to drop out of school. Alone, neither schools nor communities can adapt to or realize the overlapping and contextually interacting needs presented by students and their families. Collaboratively, where schools are beginning to offer quality, equitable education at the same site in which access to requisite health, social and human services for children and families are provided, both educational and psycho-social outcomes are enhanced. Using a holistic position and an ecological model of resilience, this paper would suggest that these community schools, serving as hubs of social justice, are mitigating the academic and nonacademic needs of vulnerable children and families. (Contains 64 footnotes and 2 tables.)
The History of Early Literacy Research and Its Effect on the Project &quot;Enriching a Child's Literacy Environment (ECLE)&quot;
Author: Reid, Ethna R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Program Effectiveness,Psychomotor Skills,Emergent Literacy,Reading Instruction,Literacy Education,Reading Achievement,Mental Health,Kindergarten,Preschool Children,Public Agencies,Federal Government,Education,Infants,Control Groups,Experimental Groups,Pretests Posttests

By presenting a brief general history of educators' efforts and struggles to influence the intellectual and social growth of young children, it will help the reader understand why the Exemplary Center for Reading Instruction (ECRI), a research and consulting group concerned with instructional practices, sought for and obtained funds from the U.S. Department of Education to conduct three major studies pertaining to early childhood education over a period of 25 years. The first study was to determine the best age to introduce literacy instruction (three, four, five, or six) and to see if early gains in achievement, resulting from those experiences, would be maintained once the children reached the ages of seven or eight. A second study from 1983 through 1991 known as &quot;Early Start&quot; was conducted with preschool and kindergarten age students as an integral part of a total school curriculum program. A third study, &quot;Enriching a Child's Literacy Environment&quot; (ECLE), was developed and evaluated from 1988 through 1993 and then funded by the Program Effectiveness Panel, U.S. Department of Education in 1994 so ECLE could be disseminated nationally. Its purpose is to teach parents and care providers of infants six months of age to three years of age to enrich their home/center environment and, thereby, improve their children's mental and psychomotor skills. Descriptions of the studies, their findings and effects are described in this paper. (Contains 12 tables and 1 figure.)
The Role of Attachment and Self-Regulation in the Etiology of Residential Treatment of Childhood Sexual Behavior Problems and the Development of Public Policy on Early Childhood Literacy
Author: Simpson, Barbara E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Self Control,Role,Children,Sexuality,Behavior Problems,Adolescents,At Risk Persons,Residential Programs,Public Policy,Emergent Literacy,Context Effect,Locus of Control,Etiology

As the title suggests, it will be suggested in this paper that attachment is a useful concept and that attachment disorders need to be addressed for infants and children to develop into responsible, caring, and mature adults for whom the everyday ability to learn from experience and adapt appropriately to an ever changing world. There will be no attempt to argue that sex offense and early literacy are tied in any way except through the concept of attachment disorder, because children, adolescents, and adults offend for so many different reasons that there is no one underlying pathology let alone one centered on attachment. However, it will be argued there is something about those adolescent sex offenders who remain attachment disordered at ages 12 to 18 that can inform the discussion of the role of attachment and attachment deficits in early literacy and that differentiate the disordered from the normal capacity to develop language and to learn how to read and write.
"From la Malinche and Menchu to Modern-Day "Mayas": Women Forging Paths through the Maze of Higher Education"
Author: Hall, Vickie A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Language Usage,Higher Education,Females,Gender Differences,Authors,Sex Fairness,Language Styles,Equal Opportunities (Jobs),Feminism,Communication (Thought Transfer)

"Beneath the rule of men entirely great, the pen is mightier than the sword." Bulwer-Lytton recognized this strength years ago, and its truth continues to ring true in the works of authors: Tzvetan Todorov, Octavio Paz, Carlos Fuentes, Rigoberta Menchu, and Deborah Tannen. Language is a centuries-old weapon wielded in the struggle against misogynistic societies due to its ability to empower traditionally marginalized women; such as, la Malinche and Rigoberta Menchu. Although these inspirational women made tremendous impacts on their worlds, the battle goes on, as gender differences in conversational styles continue to play a role in women's ability to "break the glass ceiling" in the new millennium. This paper follows some of the paths carved by these women pioneers, whose knowledge and use of language, paved the way in providing a voice for women in higher education today, as well as, explores the persistent inequality that results from gender miscommunication.
Women's Access to Higher Education Leadership: Cultural and Structural Barriers
Author: Ballenger, Julia
Date: 2010-00-00
Type: Journal Articles
Subjects: Labor Force,Leadership,Males,Disproportionate Representation,Mentors,Occupational Aspiration,Barriers,Females,Gender Discrimination,Role Theory,Promotion (Occupational),Equal Opportunities (Jobs),Higher Education,College Administration,College Presidents,Social Justice

The Labor Force 2008 projections reflected that the rate of growth for women in the labor force will increase at a faster rate than that of men (Fullerton, 1999). In 2008, the majority of employed women (39 percent) worked in management, professional, and related occupations (U.S. Department of Labor, 2008). Although women's participation in the U. S. labor force has increased, and women occupy 44 percent of management jobs in American companies, top management ranks remain dominated by men (Powell, 1999; U. S. Bureau of Labor Statistics, 1998). Goodman, Fields, and Blum (2003) refer to the exclusion of women from top managerial positions as evidence of a glass ceiling. A glass ceiling is defined as "...those artificial barriers based on attitudinal or organizational biases that prevent qualified individuals from advancing upward in their organizations into managerial-level positions" (U.S. Department of Labor, 1991, p. 1). This glass ceiling is evident in the supposedly progressive world of higher education. While women have made significant inroads into the senior leadership of American higher education, parity for women presidents has yet to be reached. In 2006, the percentage of college presidents who were women represented 23 percent which more than doubled the 10 percent of women college presidents in 1986. However, the rate of change has slowed since the late 1990s. These trends suggest that higher education institutions have been slow to expand opportunities for women to enter senior leadership (American Council on Education, 2007). This research focuses on the exclusionary practices and lack of access to higher education leadership for women. It is argued that attitudinal and organization biases against women in higher education tend to exclude women from upper-level leadership positions. Therefore, from a social justice perspective, the researcher will examine cultural and structural conditions and practices that create barriers to and opportunities for the advancement of women in higher education leadership.
The Link between Poverty, the Proliferation of Violence and the Development of Traumatic Stress among Urban Youth in the United States to School Violence: A Trauma Informed, Social Justice Approach to School Violence
Author: Rawles, Portia D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Violence,Poverty,Urban Areas,Urban Youth,Trauma,Stress Variables,Child Development,Risk,Attachment Behavior,Intervention

This paper presents two premises regarding school violence in urban America. First, that traumatic stress among urban youth in the United States is a key factor in the development and exacerbation of school violence in urban areas. Secondly, an efficacious approach to the resolution of school violence cannot be achieved without addressing this factor. This discourse explores these two premises within the context of two phenomena. The first phenomenon is the development of traumatic stress as a consequence of the lack of social justice in urban areas, which promotes a culture of poverty and subsequent increased exposure to violence and maltreatment among youth. The second is that such increased exposure to violence fosters the vulnerability of youth to engage in aggressive and violent behaviors in the school setting. Interrelated concepts of economic inequality, maltreatment and violence, traumatic stress theory, childhood development, attachment theory and risk and protective factors will be included in this discourse.
Women in Academia: What Can Be Done to Help Women Achieve Tenure?
Author: Mandleco, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Job Sharing,Mentors,Tenure,Search Committees (Personnel),Women Faculty,Females,Personnel Selection,College Faculty,Adjunct Faculty,Equal Opportunities (Jobs),Part Time Faculty,Doctoral Programs,Writing for Publication,Scholarship,Evaluation Criteria,Family Work Relationship

Women are not tenured at the same rate they are receiving PhDs, and less likely to be tenured when compared to their male counterparts. Reasons women have difficulty achieving tenure include not discussing important information about an academic appointment with colleagues, working part time or as adjunct faculty, being involved in "pastoral or administrative" work, not having a realistic understanding of how important research is when untenured, and experiencing non academic issues. Interventions to alleviate this situation include departmental/campus policies before/during/after the woman is hired. Before being hired it is important to provide female faculty mentors to bright/capable women doctoral students and help them prepare for the academy by prioritizing scholarship over teaching and encouraging publications. During the hiring process it is useful to target women through advertising/recruiting at conferences, consider hiring current female doctoral students after completion of a post doctoral experience at another institution, and appointing women faculty as chair/members of search committees. After women are hired it is important to improve transparency/equitability/inclusivity of tenure guidelines, assist women create a plan of action related to tenure criteria and their own skills/abilities, provide formal/informal mentoring opportunities, improve the departmental/campus climate regarding female faculty and interaction with male colleagues, and adopt family friendly policies to better integrate family/work obligations by providing flexibility in when/where/how work is done, or offering job sharing or part time employment options.
Music and Early Literacy
Author: Telesco, Paula J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Music Education,Publicity,Music,Early Childhood Education,Brain,Emergent Literacy,Thinking Skills,Reading Skills,Verbal Development,Reading Comprehension,Mathematics Skills,Children

We have likely all heard of the so-called &quot;Mozart Effect,&quot; the claim that listening to music increases intelligence. While the often-cited 1993 study never actually claimed such a profound conclusion, the resultant publicity focused the nation's attention on the evidence of music's positive effect on various types of cognitive skills. Such an effect is desperately needed. The National Center for Education Statistics released in March 2010 the &quot;Nation's Report Card: Reading 2009,&quot; which examines the literacy skills of our nation's fourth- and eighth-grade students. The results are sobering. Only 33% of students scored at or above Proficient, while 33% scored below Basic. For Black and Hispanic public-school children, the situation is much more dire: just 15% and 16% (respectively) scored at or above Proficient, while over half, 53% and 52% (respectively), scored below Basic. We must do better, and we can. The last two decades have seen an explosion of research concerning the effects of musical training on brain development: how it creates new neural networks, strengthens existing ones, and strengthens the synaptic connections. All the research supports the notion that early music training can be a critical component in the development of verbal, reading, comprehension, mathematical, and spatial-temporal reasoning skills in children, thus providing solid evidence for fully integrating music as a core component of early childhood education. (Contains 74 footnotes and 9 tables.)
Inequity in the Academy: A Case Study of Factors Influencing Promotion and Compensation in American Universities
Author: Fox-Cardamone, Lee
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Rank (Professional),Universities,Females,Case Method (Teaching Technique),Case Studies,Higher Education,Salary Wage Differentials,Sex Fairness,Gender Discrimination,Gender Differences,Women Faculty,Employed Women,Tenure,Faculty Promotion,College Faculty,Human Capital,Work Ethic

The literature on higher education in the United States has maintained a place for the specific topic of discrimination against women in the American academy. Institutional restrictions, invisible ceilings, hidden hierarchies--all of these have entered into the discussion surrounding both the failure of women to progress through the academic ranks in numbers consistent with those of their male colleagues, as well as the perceived disparities in salary between men and women at all academic ranks. This paper utilizes a case study approach in exploring the progress of female academicians at a large, Midwestern university in terms of both salary parity and rates of promotion to senior academic ranks. The salaries and rates of promotion for male and female academicians over the past 2 decades were examined for an analysis of trends across time. In addition, a variety of factors were introduced into the analyses to aid in explaining existing differences, both in terms of compensation and promotion rates. If these factors reflect the state of American universities more generally, the pressing question to be addressed is whether existing differences between male and female academicians are due to entrenched institutional biases, or whether such differences reflect other, more societal, factors. (Contains 4 tables.)
Rotten Outcomes: How Impoverished Neighborhoods Influence the Life Trajectories of Children in the United States
Author: Steele, Paul D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Neighborhoods,Poverty Areas,Children,Ecology,Social Influences,Community Relations,Human Services,Social Networks,Social Capital,Public Policy,Hazardous Materials,Pollution,Social Support Groups,Context Effect,Individual Development,Family Environment,Predictor Variables

To use Lisbeth Schorr's term, children who are at risk for &quot;rotten outcomes&quot; are not randomly scattered throughout the society but are, rather, concentrated in impoverished neighborhoods. In recent decades, government policy and public opinion in the U.S. has reflected the belief that children who experience rotten outcomes are, at least in large part, somehow responsible for their own problems. I assert that the social influences which the child experiences in their neighborhood of residence also influence their life outcomes in both direct and indirect ways. Neighborhoods are social environments where children experience life: presenting risks and opportunities, offering or withholding resources necessary for success, creating experiences with and beliefs about social institutions and their representatives, and providing the ecology in which children develop into adults. This article summarizes contemporary scholarly perspectives and unpublished research that describe how neighborhoods influence life outcomes for children. It adopts a social capital perspective in addressing the influence of neighborhood's residents, places, and institutions on the child's safety, health, and education, distinguishing between compositional and contextual neighborhood effects. It concludes that the life outcomes of children, be they successful or rotten, are influenced by their access to the resources of immediate family and peer social networks (bonding capital), connections to other residents and their networks (bridging capital), and relations with representatives of broader social institutions as manifested in their neighborhood (linking capital).