ethanporcaro/eric-fulltext-meta huggingface dataset:
A Diagnostic Chomskian View to Arabic Asymmetry
Author: Abdulaal, Mohammad Awad Al-Dawoody
Date: 2020-06-00
Type: Journal Articles
Subjects: Semitic Languages,Grammar,Nouns,Verbs,Linguistic Theory,Sentences

Agreement asymmetry is one of the significant linguistic phenomena that Arab and Western linguists (Ghaly, 1995; Parkinson, 1995; Benmamoun, 1998; Collins, 2001; Dayf, 1986) and Aoun, 1994) have tried to account for within the framework of the Government and Binding theory. They focused upon the number asymmetry in different varieties in Arabic. Most linguists assert that in different types of Arabic there is always gender agreement between the subject and the verb. This study aims at giving much evidence for the lack of gender agreement in Modern Standard Arabic (MSA), and at accounting this gender asymmetry within the framework of the Minimality Program (Chomsky, 1995). The sample consists of 37 sentences collected from some Arabic textbooks. To analyze the data collected, a qualitative diagnostic research design was adopted. One of the essential findings of this study is that there is no gender agreement in Verb-Subject-Object (VSO) sentences between the postverbal subject and the verb if the subject is (a) an unreal feminine Noun Phrase (NP), (b) a broken plural NP, (c) an inanimate collective NP, (d) a collective NP, (e) a regular sound feminine plural NP, (f) an irregular sound feminine plural NP, (g) an irregular sound masculine plural NP, and (h) a real feminine NP separated from its verb by any category. This study concludes that the head C in VSO sentences in MSA carries a weak gender feature represented as [-Strong]. Therefore, in VSO sentences, if the verb disagrees with its subject in gender, it will move from V to I and then to C because C is [-Strong]. A final conclusion is that the head I in VSO sentences in MSA carries a strong gender feature, represented as [+Strong]. Therefore, in VSO sentences, if the verb and its subject agree in gender, the verb will move from V to I; it will not move further.
Types of Game-Based Learning in Education: A Brief State of the Art and the Implementation in Greece
Author: Dimitra, Kirstavridou
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Game Based Learning,Teaching Methods,Educational Games,Student Motivation,Learner Engagement,Feedback (Response),Higher Education,Video Games,Educational Technology,Technology Uses in Education,Barriers

The interest towards game-based learning (GBL) is continuously growing worldwide. However, several countries still face difficulties to efficiently implement GBL approaches in their Educational Institutions. This literature review is focused on the identification of the main types of GBL approaches that have been recently implemented in educational contexts, by providing one representative game-example for each case. The study also examines the implementation of GBL in educational contexts in Greece, identifying game-based learning popular tools and approaches. A qualitative content analysis is used to investigate the general characteristics of the identified GBL types and the representative example-games, as well as the main benefits and drawbacks that render GBL implementation impracticable in several countries. Overall, this study contributes in the research attempt towards the recognition of the main GBL types, focusing on their drawbacks or other features that seem to affect their broad implementation in several countries and educational contexts.
Identifying Students&apos; Self-Perceived Multiple Intelligence Preferences: The Case of Students from Heilongjiang International University, China
Author: Xu, Jiajun
Date: 2020-06-00
Type: Journal Articles
Subjects: Multiple Intelligences,Foreign Countries,English (Second Language),Second Language Learning,Self Concept,Gender Differences,Undergraduate Students

Multiple Intelligences (MI) theory assumes that people have a full range of intelligences, and individuals differ. Although there have been many studies conducted related to MI, there are still questions that need answers in the context of students who are learning English as a Foreign Language (EFL) in China. Many teachers believe that identifying these intelligences has a significant impact on students learning skills. Identifying these intelligences, however, is not accessible if observation or identification comes from the teachers. Thus, the aim of this study was to identify Chinese college students' self-perceived MI and check the differences between male and females students' self-perceived intelligences. There were 359 Heilongjiang International University (HIU) students who participated in this study. The 35-item MI questionnaire was adopted to collect the data. The findings indicated that both male and female HIU students had a high self-perceived &quot;Musical Intelligence.&quot; Moreover, there were differences in terms of their self-perceived MI with three intelligences that male HIU students self-perceived are higher than the females. These are mathematical-logical intelligence, body-kinesthetic intelligence and interpersonal intelligence. The findings are followed by some recommendations for teaching and learning.
A Descriptive Analysis of PETE Master&apos;s Programs in the United States and Their Alignment with Advanced Teaching Standards
Author: Gilbert, Jamie
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,Teacher Education Programs,Masters Programs,Alignment (Education),Standards,Active Learning,Inquiry,Enrollment Management,Institutional Characteristics,Program Content,Admission Criteria,Pedagogical Content Knowledge,Teacher Leadership,Data Use,Curriculum Design,Teacher Certification,Educational Principles,Professional Development

Research regarding physical education teacher education (PETE) programs in the United States is narrowly focused, placing predominant emphasis on undergraduate programs. The purpose of this study was to provide a descriptive analysis of PETE master's programs in the United States and examine their adherence to SHAPE America's advanced standards and four guiding principles. A non-experimental, cross-sectional descriptive research design, and two-phase approach were used to collect data. A survey yielded descriptive statistics to analyze program demographics (n=13). Phone-based semi-structured interviews collected data from program affiliates (n=4) regarding adherence to advanced standards and four guiding principles. Data analysis revealed four dominant themes emerging from participant data: (1) Leadership Development; (2) Inquiry-Based Learning; (3) Curriculum Mapping; and (4) Enrollment Management. Findings explained programs integration and prioritization of advanced standards and four guiding principles, with direct alignment varying by program. Additionally, admission and licensure requirements have been altered to maximize enrollment potential.
The Linguistic History and the Ideological Inhibitions in Foreign Language Context in the Post-Independence Algeria
Author: Khelloul, Soufyane
Date: 2020-06-00
Type: Journal Articles
Subjects: French,Second Language Learning,Second Language Instruction,English (Second Language),Language Attitudes,Language Planning,Foreign Countries,History,Educational Change,Teaching Methods,Learning Processes,Sociolinguistics,Global Approach,Hidden Curriculum,Foreign Policy,Political Influences,Mass Media,Language Role,Barriers,Higher Education,Elementary Secondary Education

The issues addressed in this work concern primarily the linguistic history and the different language policies that have been adopted from independence till today. Through this paper, the author aims to tackle the status of foreign languages in the Algerian educational system and the extent to which English has been promoted on the expanse of French. Henceforth, the higher education reforms and their influence on the process of teaching/learning English as a foreign language. Mainly, this study intends to uncover the ideological inhibitions exercised by the government to model up a citizen meets the requirements that it needs but not the requirements of the 21st century. More specifically, it exposes the trends of the Algerian decision-makers to maintain a position of a particular foreign language--French--over another foreign language, which is English among the Algerian speech community. This study will contribute to the reconsideration of the language policy of the government, the status of English as a foreign language, and the foreign language curricula. Yet, it bears a particular significance to the sociolinguistic situation in Algeria and its relationship to English as a foreign language context. It suggests the importance of promoting English to meet up the escalating waves of globalization.
The Preparation of Novice Special Education Teachers for Instructional Planning and Strategies: Viewpoints among Teacher Educators and Preservice Teachers
Author: Sharp, Laurie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Special Education Teachers,Teacher Competencies,Teacher Educators,Preservice Teachers,Teacher Attitudes,Student Attitudes,Planning,Teaching Methods,Self Efficacy,Program Effectiveness,Field Experience Programs,Learning Activities,Knowledge Level

High-quality teacher preparation is vital to ensure novice special education teachers are prepared for the multiple aspects of instructional planning and strategies. In order to gain an understanding of related preparation practices, the current study employed a cross-sectional research design to ascertain the viewpoints of teacher educators and preservice teachers. Data were collected via web-based surveys disseminated among teacher educators and preservice teachers affiliated with special education teacher preparation programs located in a state located in the Southern region of the United States. Quantitative data were analyzed with independent samples &quot;t&quot;-tests, and qualitative data were analyzed with three levels of coding. Quantitative data analyses revealed two statically significant findings with teacher educator-preservice teacher viewpoints. Qualitative data analyses revealed three themes for teacher educators and two themes for preservice teachers. Findings and implications for special education teacher preparation programs were discussed, along with study limitations and areas for future research.
Reducing Undergraduates Speaking Anxiety through Class Interactions and Oral Presentations
Author: Aliyu, Muhammad Mukhtar
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Anxiety,Speech Communication,Public Speaking,English (Second Language),Second Language Learning,Speech Skills,Foreign Countries,Interaction

Proficiency in speaking English is an essential requirement for undergraduates particularly in English as a Second Language (ESL) learning context. However, many ESL undergraduates encounter challenges while learning speaking skills due to anxiety. Therefore, this study investigates the influence of class interactions and oral presentations on reducing undergraduates? speaking anxiety. The study was conducted for a period of 12 weeks using a pre-post quasi-experimental research design. An intact class of 16 undergraduates in a stylistic class in north-eastern Nigeria was selected for the study. A questionnaire and semi-structured interviews were used to collect data for the study. Findings reveal that the students? anxiety levels significantly reduced in all the five levels of speaking anxiety, psychological anxiety, fear of making grammatical mistakes, fear of negative evaluation, English classroom speaking anxiety, social-environmental factors, and perception factor. The findings also show that the students? speaking anxiety is mostly due to fear of negative evaluation and social-environmental factor. The study makes some recommendations for teachers to help students to overcome speaking anxiety through classroom interactions and oral presentation.
Implementation of the Sheltered Instructional Observation Protocol (SIOP) Model in the Saudi Classroom: EFL Teachers&apos; Perspectives
Author: Al Fadda, Hind A.
Date: 2020-06-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Standards,Classroom Environment,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,Comparative Analysis,Teacher Qualifications,Teaching Experience,Faculty Development,Teacher Evaluation,Guidelines

This study evaluates the Sheltered Instruction Observation Protocol (SIOP) model and its application in the Saudi classroom from the English language teachers' perspective. The study used a descriptive study design, with a selected sample of 300 male and female English language teachers from elementary and middle schools. The research conducted a group-wide comparison using the Statistical Package for Social Sciences (SPSS). Findings illustrate that educational qualification, career status, job experience and training courses substantially affect application of the SIOP model in the classroom. Results also show that technical, financial capabilities and teachers' qualifications enable the SIOP implementation in the Saudi classroom. The study suggests the implementation of the SIOP model for the sake of transitioning from the traditional English language education system to more advanced methods concerned with the systematic evaluation of English language teachers and classroom environment standards. The recommendation includes training teachers on the SIOP model and emphasizes providing other countries with the guidelines related to SIOP implementation in the English classroom.
Role of Leadership in Organizational Change: A Case Study at Attaqwa Putra Islamic Boarding School Bekasi -- Indonesia
Author: Misbah, Muh.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Role,Organizational Change,Boarding Schools,Teamwork,Trust (Psychology),Change Agents,Islam,Religious Education,Coaching (Performance),Principals,Interpersonal Relationship,Educational Objectives

This study aims to find out the leadership role in organizational change at Attaqwa Putra Islamic Boarding School Bekasi Indonesia. The research utilized a case study method. Meanwhile, data collection techniques were through the interview, observation, document analysis, and questionnaire. Analysis data used the reduction system, data display, and verification/conclusions. The results of the research, there are four important leadership roles in organizational change at the Attaqwa Putra Islamic Boarding School Bekasi. First, the Leader as the direction of the direction is reflected in the role of formulating a vision, inspiring subordinates to make changes, and focusing every activity to achieve the school's vision. Second, leaders as spokespersons are reflected in the role of leaders advising teachers, building relationships with principals through routine coordination meetings, coordinating with teachers through press meetings, and holding support from graduates. Third, leaders as coaches are reflected in the leadership role of building a work team, building trust, encouraging and motivating subordinates, and providing the best service. Fourth, leaders as agents of change are reflected in the role of leadership in deciding to make changes, innovate, anticipate future trends, and determine the direction of boarding school in the future.
Improving the Management of Islamic Study Group: A Case Study of Jammiyatul Ummahat Majelis Ta&apos;lim in Special Capital Region of Jakarta
Author: Nuraeni, H. A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Religious Education,Foreign Countries,Human Resources,Case Studies,Models,Money Management,Educational Attainment,Educational Improvement,Management Development,Informal Education,Budgeting,Teacher Attitudes,Administrator Attitudes,Muslims

This study aims to improve the management of Islamic Study Group (&quot;Majelis Ta'lim&quot;) in Special Capital Region of Jakarta (DKI Jakarta). The research employed qualitative research with a case study approach. The study was conducted at Jamiyyatul Ummahat Majelis Ta'lim (the name of Islamic Study Group) and four people participated in this study, namely 1) head of the majelis ta'lim, 2) staff of the majelis ta'lim, 3) the teacher, 4) the member. Data collection involved observation, interview, documentation, and triangulation. Data were analyzed using Miles &amp; Huberman's Interactive Model. The results of the study showed that the management of the Jamiyyatul Ummahat Majelis (the name of Islamic Study Group had been developed in terms of its modernization in the learning management, improvement of human resources, as well as the management of financial systems and infrastructures. It also focused itself on the level of quality achievement gradually and sustainably. The results also underline that the modernization occurred because of several factors, including the management function in the administration of the majelis ta'lim and the educational level improvement of human resources. The leaders and administrators of majelis ta'lim were elementary school graduates, but now 75% of them hold an undergraduate degree. Thus, the improvement of education leads to better and more modern management.
Acquisition, Application and Utilization of Knowledge in Higher Education Commission (H.E.C) Recognised Universities in Pakistan
Author: Rasheed, Fatima
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Universities,Knowledge Management,College Students,College Faculty,Learning Processes,Technology Integration,Foreign Countries,Teaching Methods,Barriers,Information Sources

The purpose of this study is to investigate the effect of knowledge acquisition, application and its utilisation influences to enhance the institutional learning in Pakistan. As numerous Pakistani managers hesitant for the acquisition of technology-based knowledge management, its application and after that its utilization in their organizations (Saeed, Tayyab, Anis-Ul-Haque, Ahmad, &amp; Chaudhry, 2010). In this quantitative study 418, close-ended structured questionnaires were distributed and 245 questionnaires were finalized for reliable primary data. The results of the current study showed that knowledge acquisition and utilization have a positive significant impact on institutional learning while knowledge application has a non-significant impact on institutional learning. In the light of results, it is being deduced that their need to devise strategies and methods so that, acquired knowledge could be applied in the institutions and could be utilised by the students and faculty members. In this way, new doors of knowledge would be open for institutional learning.
Improving Quality Management in Higher Education Institutions in Developing Countries through Strategic Planning
Author: Mensah, Justice
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Control,Strategic Planning,Higher Education,Developing Nations,Governance,Resource Allocation,Institutional Mission,Guidelines,Barriers,Expertise,Institutional Evaluation,Cooperation,Evaluators,Stakeholders

The objective of the paper was to provide an overview of strategic planning and how a Strategic Plan (SP) can be developed and implemented effectively in Higher Education Institution (HEIs) in developing countries for continuous quality improvement. Related literature was reviewed and analysed using the narrative synthesis approach. It was established from the review that a SP serves as a framework for determining the quality path a HEI should chart to achieve its desired future. Advantages of strategic planning include; providing opportunity for relevant constituencies to participate in institutional governance, synchronising plans towards achieving institutional goals; prioritising for efficient allocation of resources, and engaging stakeholders for collective ownership of institutional agenda. SPs are developed based on internal and external environmental scan for institutional strengths, weaknesses, opportunities, and threats; and aligned with institutional mission, vision, values, and goals. Issues for consideration in strategic planning may include academic (teaching, research, and extension) matters, institutional governance, finance, infrastructure, Information and Communication Technology, human resource, institutional advancement and internationalisation. Challenges in planning and implementation of SPs in HEIs in developing countries include resource constraints, inadequate expertise and commitment, as well as resistance to change. For effective implementation of a SP, there should be an implementation plan that details who should do what at what time and with which resources. Successful strategic planning and implementation of the Plan depend on commitment of and collaboration among qualified planners, implementers, monitors, evaluators and other relevant stakeholders.
Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya
Author: Amunga, Jane
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary Education,Secondary Schools,Academic Achievement,Benchmarking,Cooperation,Teacher Collaboration,Time,Human Resources,Principals,Administrator Attitudes,Teacher Student Relationship,Costs

Secondary schools have adopted various strategies in an effort to improve performance. Collaboration and benchmarking are two such strategies. However, schools still continue to post poor grades in national examinations, an indicator that most of the students fail to meet the university cut off mark and thus fail to join university. This raises the question of whether such investment is really justified. This study sought to investigate whether investment in these two practices translated into improved education outcomes as measured by mean scores in the Kenya Certificate of Secondary Education. The study adopted correlation research design. From a target of 103 schools in the region involved in collaboration and benchmarking, 31 schools were randomly selected. The sample comprised all 31 Directors of Studies and 31 principals from the sampled schools. Data were collected using questionnaires with closed and open ended items, and document analysis. Data were analyzed inferentially (PPMCC and Multiple linear regression) using the Predictive Analytical Software (PASW) Version 19.0. The data on open ended items were coded using open coding, categorized and reported verbatim. Findings indicated that, investment in the two strategies significantly improved academic achievement (r=0.822; r[superscript 2]=0.676; adjusted r[superscript 2]=0.603). However, considered independently, investment in collaboration had a much higher impact on academic achievement (r=0.843, r[superscript 2]=0.711; adjusted r[superscript 2]=0.697), compared to investment in benchmarking (r=0.510, r[superscript 2]=0.260; adjusted r[superscript 2]=0.219). It is recommended that, schools should generously and uniformly invest in both collaboration and benchmarking in order to boost academic achievement. In addition, well endowed schools should be encouraged to share their resources.