ethanporcaro/eric-fulltext-meta huggingface dataset:
The Evaluation of Higher Education Expenditure Performance and Investment Mechanism Reform
Author: Wang, De
Date: 2009-02-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Finance,Expenditures,Expenditure per Student,Educational Change,Program Evaluation,Evaluation Methods,Efficiency

Along with the reform of Chinese Government public finance, higher education belongs to the public product, gradually changes from &quot;fund investment management&quot; to the &quot;expenditure performance management&quot;. The evaluation of expenditure performance system becomes the key point of higher education investment mechanism reform. This article studies the level, mechanism, target, and method of higher education expenditure performance evaluation to explore the feasibility of establishing a unified and compared evaluation system, and carries it on the overall expenditure by the indicator system and evaluation analysis method to confirm the validity of university expenditure performance evaluation for higher education investment management. The findings show that expenditure performance evaluation is vital significant for establishing the new higher education investment mechanism based on performance by enhancing the fund investment efficiency and promoting the higher education development.
The Life Satisfaction of Academic and Non-Academic Staff in a Malaysian Higher Education Institution
Author: Jusoff, Kamaruzaman
Date: 2009-02-00
Type: Journal Articles
Subjects: Foreign Countries,Life Satisfaction,Higher Education,College Faculty,Demography,Case Studies,Age Differences,Gender Differences,Teaching Experience,Statistical Analysis,Hypothesis Testing

This study was conducted in Universiti Teknologi MARA (UiTM) Penang, Malaysia in April 2005. The objectives of the study were to examine the life satisfaction of the academic and non-academic staff. Findings revealed that some demographic variables had significant difference in life satisfaction. This study could provide meaningful information to the top management to design intervention programs to improve life satisfaction among the UiTM staff. However, since the above findings were from a case study of life satisfaction of UiTM Penang staff hence one needs to exercise caution in generalizing to the other institutions of higher education settings.
The Place of &quot;Culture&quot; in the College English Classroom
Author: Xu, Qing
Date: 2009-02-00
Type: Journal Articles
Subjects: Foreign Countries,College English,Cultural Awareness,English (Second Language),Intercultural Communication,Communicative Competence (Languages),Educational Objectives,Curriculum Design,Teaching Methods,Cultural Relevance

In response to the contrast between the instructional focus of the classroom practice and the actual communicative requirements of campus setting, this paper points out the constructive suggestions for the cultivation of culture awareness in college English education.
The Application of Simulated Experimental Teaching in International Trade Course
Author: Ma, Tao
Date: 2009-02-00
Type: Journal Articles
Subjects: Experimental Teaching,Foreign Countries,Simulation,International Trade,Teacher Improvement,Theory Practice Relationship

International Trade Practice is a professional basic course for specialty of International Economy and Trade. As the core of International Trade Practice, it is extremely related to foreign affairs and needs much practical experience. This paper puts forward some suggestions on how to improve the performance of teaching in order to educate the outstanding graduates, which are urgently demanded by the foreign trade enterprises.
Beyond the Face of Race: Emo-Cognitive Explorations of White Neurosis and Racial Cray-Cray
Author: Matias, Cheryl E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Whites,Racial Identification,Interdisciplinary Approach,Critical Theory,Race,Responses,Racial Factors,Cultural Influences,Emotional Response,Minority Groups,African Americans,Social Bias,Racial Bias,Psychological Patterns

In this article, the authors focus on the emotional and cognitive context that underlies whiteness. They employ interdisciplinary approaches of critical Whiteness studies and critical race theory to entertain how common White responses to racial material stem from the need for Whites to deny race, a traumatizing process that begins in childhood. First, the authors begin with an overview of the interconnected property of race to show how this co-production is linked. Then they offer an emotional-based perspective of White racialization and how such a racialization impacts emo-cognitive behaviors. They then overlay how those expressed behaviors, White neurosis, co-produce racial cray-cray (an African-American euphemism for utter craziness). Finally, inspired by the creative works of critical race scholar Derrick Bell (1987, 1992), who wrote parables to illustrate how mechanisms of White supremacy work their way into the everyday fabric of American life, the authors also weave a parable, counter stories, and a poetic letter through the article to illuminate how racial cray-cray operates.
&quot;Uhh, You Know,&quot; Don't You?: White Racial Bonding in the Narrative of White Pre-Service Teachers
Author: Fasching-Varner, Kenneth J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Racial Factors,Whites,Racial Attitudes,Beliefs,Social Influences,Social Attitudes,Ethnicity,Preservice Teachers,Identification (Psychology),Language Usage,Critical Theory,Race,Professional Identity,Interviews,Oral History,Personal Narratives,Experience,Coding,Classification,Cultural Differences,Political Attitudes

In this article the author presents the argument that racialized beliefs are always already present within the narratives of White people (Kant, 1996; Ricour, 1991), and in this case specifically teachers. The presence of a racially contextualized semantic move is evident when the person sharing is attempting to bond racially (Sleeter, 1990). The presence of racialized belief systems necessitates careful attention to the ways in which linguistics serve to represent internalized beliefs beyond the words being used. The author examines how the phrase &quot;you know&quot; was deployed by participants to demonstrate White racial bonding within a larger study of White pre-service educators' racial identity (Bell, 1993, 1995; Sleeter, 1994).
Cultural Identity and Education: A Critical Race Perspective
Author: Berry, Theodorea Regina
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Educational Needs,Student Needs,Cultural Differences,Cultural Pluralism,Student Diversity,Critical Theory,Race,Feminism,African American Teachers,Personal Narratives,Teaching Methods,Teacher Attitudes,Biographies,Whites,Females,Preservice Teachers,Racial Bias

The authors begin this article looking at the start of the journey through this new 21st century and how educators at every level are endeavoring to meet the challenge to be responsive to the educational needs of their students, current and future. This is especially true in relationship to the education of students of diverse backgrounds (Ladson-Billings 2001; 1999; 1994) in public educational settings. They first discuss cultural identity and cultural experience, then articulate their meanings for cultural identity, cultural experience(s), and cultural gap in the context of this work. Next, the authors address two questions: (1) In what ways does critical race theory (CRT)/critical race feminism (CRF) connect with issues of cultural identity and cultural experience and (2) in what ways have such connections served the praxis of two African American educators?
On the Importance of African-American Faculty in Higher Education: Implications and Recommendations
Author: Madyun, Na'im
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,African American Teachers,Cultural Awareness,Intercultural Communication,Teacher Role,Personal Narratives,Teaching Experience,College Students,Teacher Influence

In this article, the authors argue that the presence, influence, and contributions of faculty of Color can help higher education students achieve intercultural competence. The authors define intercultural competence as &quot;people's ability to communicate and function effectively across varying cultures.&quot; The question guiding this article is: In what ways do the contributions of faculty of Color help build students' intercultural competence? Through personal stories and experiences, four African-American faculty members at predominantly White higher education institutions share their beliefs on how their work has helped build and shape students'--all-students'--intercultural competence in what they call &quot;White spaces.&quot;
Capturing Urban Middle School Students' Voices on the Use of Science Inquiry in Their Classrooms
Author: Osisioma, Irene U.
Date: 2009-05-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Surveys,Science Instruction,Teaching Methods,Likert Scales,Inquiry,Relevance (Education),Faculty Development,Validity,Reliability,Statistical Analysis

The present study seeks to explore middle school students' perception of the kind of science instruction going on in their classrooms and its relevance to their daily lives outside the classroom. Data were collected using a five point Likert type survey instrument that was administered to 262 middle school (Grades 6, 7 &amp; 8) students in six middle schools in Southern California. This instrument consisted of demographic information and thirty six statements organized in clusters to elicit responses on a number of statements about students' 1) their emotional disposition toward science, 2) perception of and understanding of the usefulness of science, and 3) emotional disposition towards science inquiry and their perceptions of their teacher's use of inquiry-based instruction in their classrooms. Results revealed that generally, students' percentage responses were low for all the three research questions even though they were high for specific survey statements for the three clusters of survey statements. Suggestions were made for future research on the topic.
Cultural Differences and Cultivation of Cross-Cultural Communicative Competence in Chinese FLT
Author: Dong, Xiaobo
Date: 2009-05-00
Type: Journal Articles
Subjects: Cultural Differences,Communicative Competence (Languages),Chinese,Cross Cultural Studies,Foreign Culture,Cultural Awareness,English (Second Language),Cultural Capital,Educational Strategies,Educational Practices,Change Strategies,Foreign Countries

In order to improve their abilities in cross-cultural communication, language learners should develop not only their language competence, but also communicative competence. This paper presents an understanding on the general cultural differences between the west and China by applying the cultural dimensions of Hofstede and Bond, and points out that the success of cross-cultural communication depends on the competence of cross-cultural communication and gives some suggestions concerning the goals of foreign culture acquisition and the ways of culture training.
Critical Pedagogy and Praxis with Native American Youth: Cultivating Change through Participatory Action Research
Author: Groves Price, Paula
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Theory,Praxis,Participatory Research,Action Research,American Indian Students,Middle School Students,High School Students,Youth Programs,Resident Camp Programs,Summer Programs

The author's used this article to discuss critical pedagogy and praxis, but also provided an example of their work and process of engaging in participatory action research (PAR) with Native American Youth as they navigated through their own tensions of positionality and criticality with historically marginalized teens. They introduce the &quot;Leadership Development Camp,&quot; designed to aid student retention, support student resiliency, and improve academic and socio-emotional development. During this week long residential summer camp for youth ages 13-17 years old, the Leadership Development Camp offers middle and high-school students the opportunity to live in a college dormitory while engaging in a wide variety of athletic activities, culturally responsive academic seminars, and leadership and team building activities. While critical pedagogy is no magic solution or recipe for the myriad of issues plaguing schools and communities, hope remains that actions for liberation and critical consciousness will ultimately transform schooling and education in the future.
Nouns on the Job Market: An Approach for Recognizing Noun Position Errors
Author: Issa, Sandra Tompson
Date: 2015-00-00
Type: Journal Articles
Subjects: Nouns,English Language Learners,Error Patterns,Grammar,Language Skills,English (Second Language),Second Language Instruction,Teaching Methods,Sentences,Verbs,Writing Instruction,Writing Skills

An understanding of noun positions in sentences can correct many recurring problems in the writing of English language learners. This article outlines an approach for anticipating and preventing these sorts of errors while providing a framework to explain the errors to students. For this approach to be successful, students need to have an understanding of parts of speech, so it works best with low-intermediate to advanced students.
A Comparison of the Use of Strategic Thinking Skills of Aspiring School Leaders in Hong Kong, Malaysia, Shanghai, and the United States: An Exploratory Study
Author: Pisapia, John
Date: 2009-05-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Comparative Analysis,Thinking Skills,Questionnaires,Systems Approach,Reflection,Educational Administration,Administrator Education,College Students,Training Methods,Professional Development,Inservice Teacher Education,Age Differences,Gender Differences,Predictor Variables,Cognitive Ability,Cross Cultural Studies,Leadership Training

Cognition is the way we use mental skills to acquire knowledge, manipulate ideas, and process new information and beliefs. The Strategic Thinking Questionnaire (STQ), which measures three such skills--systems thinking-reframing-reflection, was used to collect data from students preparing for school leadership roles at four universities in the United States (USA), Malaysia, Hong Kong, and Shanghai. It was thought that the use of these skills might vary from country to country because of western and eastern cultural norms. Based on self-reported data from 328 educators preparing for school leadership roles we concluded that the use of strategic thinking skills were found in all locations but the variance in their use is more a function of age of respondents, and gender rather than location. These findings have implications for training, professional development, and selection of aspiring leaders.
Routinizing Lexical Phrases on Spoken Discourse
Author: Osman, Nazira Binti
Date: 2009-05-00
Type: Journal Articles
Subjects: Discourse Modes,Discourse Analysis,Speech Communication,Second Language Programs,Phrase Structure,Group Discussion,Discourse Communities,Interviews,Incidence,Drills (Practice),Lexicology,Undergraduate Students,Language Proficiency,Speech Tests,English (Second Language),English Language Learners,Communicative Competence (Languages),Foreign Countries

This paper examines the effectiveness of routinizing lexical phrases to a group of second language learners. A group of proficiency class students were drilled or routinized with semi-fixed and fixed phrases which are commonly used in problem-solving group discussion. Basic frequency counts and interview were carried out to see improvement in learners' communicative ability and how the lexical phrases benefit them. The learners can use a number of phrases appropriately in several group discussions. Thus, the practice of routinizing lexical phrases which is based on the lexical approach can be applied in second language learning.
Teaching Descriptive Writing through Visualization and the Five Senses
Author: Carter, Katherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Visualization,Sensory Experience,Learning Modalities,Reading Assignments,Writing Assignments

The descriptive paragraph and subsequent essay are usually among the first assignments students must complete in composition classes. Typically, students are told to describe their childhood home, a person of importance, a special object, or a summer vacation. Most students, especially learners of English as a foreign language (EFL), have difficulty beginning the assignment. After experiencing this firsthand teaching an intermediate-level English class to first-year university students in Namibia, Katherine Carter found that visualization based on the five senses--what we touch, see, smell, hear, and taste--can be used as a technique to get ideas down on paper. This technique could be useful for teachers in a variety of EFL teaching contexts, from primary school to university, and can be used with a wide range of texts that are particularly vivid and that stimulate the senses. This article provides a step-by-step description of the technique.
The Impact of One Florida Initiative on Florida's Public Law Schools: A Critical Race Theory Analysis
Author: Hilton, Adriel A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Theory,Law Schools,Legal Education (Professions),State Regulation,Student Diversity,State Policy,Policy Analysis,College Applicants,Minority Group Students,Enrollment Trends,Enrollment Rate,Enrollment Influences,Scores,Race

The purpose of this study is to examine the impact of the One Florida Initiative (OFI) on racial diversity in Florida's public law schools and legal profession using the lens of Critical Race Theory (CRT). This study seeks to determine what, if any, impact this event has had on recruitment, admissions, and enrollment of Florida's public schools of law as well as racial diversity within the state's legal profession. This research sheds much-needed light on the issue of achieving greater diversity and on the continuing debate over programs and policies that alter &quot;traditional&quot; concepts of affirmative action.
Challenges of Teaching First-Year Students at Institutions of Higher Learning
Author: Naong, Matsidiso Nehemia
Date: 2009-05-00
Type: Journal Articles
Subjects: Higher Education,Teaching Methods,College Freshmen,Undergraduate Students,Barriers,Performance Factors,Coping,Educational Strategies,Expectation,Student Needs,Questionnaires,Likert Scales,Student Surveys,Teacher Surveys,Demography,Academic Achievement,Statistical Analysis,Foreign Countries

It is a known fact that coming to the university environment for the first time can be frightening, and this experience comes with a mixed-bag of reactions for most of these first-year students. Undoubtedly, how they react to this new environment, generally impacts on their academic and social adaptation at these institutions. Therefore, the intention of this article is to look at some of the common challenges which these students (with special reference to CUT, FS) are confronted with. Some vital coping strategies are also recommended for especially novice lecturers to be able to effectively manage this challenge posed by these new entrants.
Perceived Needs of Urban and Rural Mathematics Majors Teaching Science in Malaysian Secondary Schools
Author: Zakaria, Effandi
Date: 2009-05-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Secondary School Teachers,Multivariate Analysis,Educational Needs,Educational Resources,Science Instruction,Mathematics Teachers,Rural Urban Differences,Teacher Surveys,Information Technology,Faculty Development,Critical Thinking,Teaching Skills,Teacher Competencies

This study seeks to identify the needs of urban and rural science educators majoring in mathematics. In Malaysian secondary schools, due to a lack of qualified science teachers, the phenomenon of mathematics majors teaching science is common. Analysis of data revealed that the perceived needs with the highest overall rating were related to ICT (Internet, Communication and Technology), followed by the need for short professional development courses and the need for critical thinking skills. The lowest rated perceived needs were related to implementation of PEKA (Science Practical Work Assessment), the updating of content knowledge in the field of biology, and supervising laboratory assistants in preparing apparatus. The multivariate analysis of variance (MANOVA) found that there are differences among teachers' perceived needs related to science teaching and learning based on a school's location. All tests were conducted at the 0.05 level of significance.
Roles of Modern Information Technology in Graduate Training
Author: Li, Ruixian
Date: 2009-05-00
Type: Journal Articles
Subjects: Information Technology,Graduate Study,Influence of Technology,Educational Technology,Teaching Methods,Instructional Innovation,Teacher Behavior,Student Attitudes,Skill Development,Leadership,Educational Change,Educational Practices,Foreign Countries

Introduction of information technology into the education field has greatly enriched teaching content and forms, and facilitated transformation of teaching mode, teaching approaches and training concepts. Especially for training of graduates, its introduction seems extraordinarily prominent. In this paper, the authors will analyze and discuss positive roles of information technology in graduate training.
An Empirical Study on Teaching Listening in CLT
Author: Ma, Tsinghong
Date: 2009-05-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,Vocabulary Development,Grammar,Teaching Methods,Communicative Competence (Languages),Listening Skills,English (Second Language),Task Analysis,Learning Strategies,College Students,Lesson Plans

In the traditional ELT in China, much emphasis has been put on the students' mastering vocabulary and grammar. Language form was regarded as the content of teaching. And listening skill has been ever neglected for a fairly long time in ELT in China. Recent years, more and more attention has been drawn to learners' listening ability. This paper introduces teaching listening course at college level in communicative approach, which involves background knowledge introduction and into which various skills: speaking, reading and writing are integrated. It discusses the task design, strategy training, possible teaching plan, classroom arrangement; and presents an empirical study in this approach.
Establish an Explored Way of Geography Teaching and Models
Author: Liu, Hua
Date: 2009-05-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Teaching Models,Teacher Education Programs,Educational Change,Educational Practices,Educational Strategies,Inquiry,Scientific Attitudes,Science Interests,Academic Ability,Social Adjustment,Classroom Techniques,Stimulation,Thinking Skills,Feedback (Response),Simulation,Theses

For the full implementation of the quality of education, education reform is sweeping the earth of the motherland, realizing the reform from materials to the ways of teaching, from the contents to the form, from the form to the essence. However, how can the reform of basic education exist without the reform of normal education? We must face the reality and actively act to carry out a comprehensive reform of teacher education in order to meet the needs of the times. To take the innovation of the teaching methods and establish a new mode of teaching is on the table the biggest task in front of teachers.