ethanporcaro/eric-fulltext-meta huggingface dataset:
Strengthening College Support Services to Improve Student Transitioning to Careers
Author: Arnold, William W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Transitional Programs,Academic Support Services,Employers,Education Work Relationship,Student Empowerment,Student Personnel Services,Undergraduate Students,Career Planning,Student Attitudes,Student Improvement

The article reviews challenges facing colleges including the need for actions to address new circumstances of educating college students and preparing them for productive roles following graduation. These challenges are balanced by resources colleges are developing to facilitate college-to-career transitioning to first destinations following graduation. In a review of support services offered by colleges the article identifies innovative programs that show potential for improved career support for students. Sources, including surveys of students and employers, published writing by leaders in education, and reported data from colleges, provide a present view of career support functions and suggest patterns of evolution. Colleges are strengthening their support to student's department by department, but programs and activities across-departments need to be integrated to improve services for students. Leveraging synergies among campus support functions improves services to students. The use of student support case managers may eliminate the silos among college support functions. Designing programs around students and bridging gaps among support services can deliver more relevant and timely results. The article introduces the voices of students expressed in an upper division business course Management Theory and Practice. The actual words of students were acquired as byproducts of class assignments and course evaluations. Collecting these indirectly rather that as the focal point of student input lends a candid perspective. The comments interject both students' requests for assistance and their appreciation for the support they received.
An Analysis of Day to Day Activities of a Sample of Primary School Principals in Ireland
Author: Stynes, Martin
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Foreign Countries,Instructional Leadership,Case Studies,Administrator Attitudes,School Administration,Activities

Purpose: There is a vast quantity of research into principalship, mainly concentrating on macro level theorising about concepts such as 'instructional' leadership, 'distributed' leadership and a myriad of other notions of the role. In contrast there is very little work done on the messy and demanding day to day and hour to hour work of school principals and the experience, knowledge and skills that this requires and the intense stresses and strains placed on school leaders. In Ireland, as elsewhere, primary school principals meet the challenges of teaching, community leadership and on-site management in an era of continual change, in most cases with limited or no formal preparation. The rationale for this work is to balance research in the field by focusing on the micro tasks that make up the bulk of the principal's role and to examine how school leaders cope with the job and how they respond to it. Research methods: A diverse group of 31 primary school principals from schools across Ireland generated data from the self-observed minutae of researcher-driven diaries and from a colourful spectrum of personal reflections in follow-up semi-structured qualitative interviews. Coding in NVivo and the querying of emergent themes through conceptual frameworks provided detailed evidence of a myriad of daily activities and experiences. Findings: This paper offers an exploration, in narrative form and with supporting evidence, of principals' encounters with the constant minutiae of administration, dealing with the unexpected and interacting with staff. The daily practicalities of school governance and community leadership demand a considerable investment of time and personal interest and often little time for consideration of higher level macro theories of leadership. Implications for Research and Practice: As the boundaries between principals' professional and personal lives blur significantly in the narrative, the evidence supports a generally held understanding that life's journey as a school principal is demanding but worthwhile.
The Roles of L1 and Lexical Aspect in the Acquisition of Tense-Aspect by Thai Learners of English
Author: Chiravate, Boonjeera
Date: 2018-00-00
Type: Journal Articles
Subjects: Role,Native Language,Verbs,Morphology (Languages),Second Language Learning,Linguistic Theory,Language Proficiency,Cloze Procedure,English (Second Language),Second Language Instruction,Foreign Countries,Morphemes,Task Analysis,Difficulty Level

Investigating the L2 temporality, most previous studies within the Aspect Hypothesis framework focused on the basic meanings or prototypical uses of past morphology. The present study, however, including other less prototypical uses of past morphology, addresses 2 questions: (i) how the uses of simple past and past progressive morphology change as learners become more proficient in their target language; (ii) to what extent lexical aspectual class and L1 influence the uses of simple past and past progressive morphology. Using a cloze test as an elicitation task, this study analyzes data from 5 groups of Thai EFL learners at different proficiency levels. Results show that learners use past morphology more accurately as their L2 proficiency levels increase. The tense-aspect marking was, however, affected by lexical aspectual class. Learners first use simple past form on telic verbs, eventually extending its use to atelic verbs. The progressive form, on other hand, begins with atelic verbs and then extends to telic verbs. All learner groups, however, exhibit a higher rate of appropriate use of past morphology in the more prototypical uses than in the less prototypical uses. Additionally, L1 plays an important role in the tense-aspect marking. Learners at different proficiency levels, however, use different L1-influenced forms, suggesting that L1 influence is constrained by L2 development. Contributing to the body of research on L2 tense-aspect, this study sheds light on the nature of difficulty learners experience in developing L2 tense-aspect system.
Arabic Learners&apos; Preferences for Instagram English Lessons
Author: AlGhamdi, Mohammeed A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Semitic Languages,Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Social Networks,Teaching Methods,Student Needs,Learning Processes,Student Attitudes,Arabs,Video Technology,Foreign Countries,Social Media

This paper focuses on the use of the social network Instagram to provide supplementary English language learning material to learners from Arabic speaking countries. The author was able to use his online account in Instagram to assess the needs of these learners through data analyses. The content made specific to Arabic speakers by offering translation in each post from English into Arabic and vice versa to foster their interest in the English language. The account was followed by more than 48000 learners. The study aimed to comprehend how Arab learners promote the process of learning English language via the use of the social network Instagram. The study found that Arab learners do not like complicated, lengthy information and, instead, prefer simple, brief explanations related to the English language. The results of this study suggest that a similar program of offering English lessons on Instagram in the future would have an even greater following if only simplified content was offered.
The Effect of Oral Corrective Feedback on Article Errors in L3 English: Prompts vs. Recasts
Author: Doski, Pawan M.
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Feedback (Response),Oral Language,Pretests Posttests,Error Correction,Semitic Languages,Indo European Languages,Bilingualism,Language Tests,Task Analysis,Error Analysis (Language),Teaching Methods,Multilingualism,Cues,Language Proficiency,Foreign Countries,Elementary School Students

This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilinguals who learn English as a third language. 39 lower-intermediate Kurdish-Arabic bilingual learners of English were tested on three tests: pre-, post-, and delayed post-tests. The participants were randomly put into three groups: (1) prompt group (n =15), (2) recast group (n = 14), and (3) no feedback group (n = 10). Each group completed 28 dialogues, which included articles in a Forced Choice Elicitation Task (FCET) as a pre-test. The same test was given to the three groups as post- and delayed post-tests. Between the pre-test and the posttest, the prompt and recast groups took a treatment which involved an interactional activity that aimed the FCET, in which the former took CF in the form of prompts, and the latter took it as recasts for their article errors in L3 English. Results showed that all groups were the same in the pre-test. In addition, both the prompt and recast groups were similar in post-test but were significantly better than the group which did not receive any feedback. In delayed post-test, the prompt group significantly outperformed the other two groups. These findings suggest that prompts are more effective than recasts in providing oral feedback over the long term. The error analysis, on the other hand, revealed that among the four contexts of articles, all students had the highest error rate in the [-def, +spec] context in both pre- and post-tests. These were substitution errors rather than omission errors, which shows that the students fluctuated between definiteness and specificity settings. In delayed post-test, the prompt group significantly made fewer errors than the other two groups.
Integrating Content and Language in Business English Teaching in China: First Year Students&apos; Perceptions and Learning Experience
Author: Martyn, Elaine Ruth
Date: 2018-00-00
Type: Journal Articles
Subjects: Business English,Second Language Learning,Second Language Instruction,English for Special Purposes,Foreign Countries,Teaching Methods,Introductory Courses,Interdisciplinary Approach,Computer Software,Teacher Role,Textbooks,Course Content,Student Attitudes,Learning Experience,Business Administration Education

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments--despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, &quot;Introduction to Contemporary Business,&quot; in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their &quot;Introduction to Contemporary Business&quot; their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher's &quot;PowerPoint&quot; slides after class--as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.
Online Open-Source Writing Aid as a Pedagogical Tool
Author: Sevcikova, Beata Lewis
Date: 2018-00-00
Type: Journal Articles
Subjects: Open Source Technology,Teaching Methods,Feedback (Response),Academic Discourse,Proofreading,Writing Instruction,Writing (Composition),Grammar,Spelling,Writing Improvement,Essays,College Students,Student Motivation,Self Esteem,Student Attitudes,Student Needs,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students' needs in writing, as well as in their perception of automated feedback.
Preserving the Past or Preventing the Future: Native American Parents&apos; Perceptions of School Efficacy
Author: Farmer, Angela S.
Date: 2018-00-00
Type: Journal Articles
Subjects: American Indian Students,Parent Attitudes,Tribes,Ethnicity,Barriers,Elementary Secondary Education,Cultural Relevance,Cultural Awareness,Language Usage,Interviews,Discipline

Native American students currently enrolled in K-12 schools across the United States face a variety of challenges unique to their ethnicity and often silenced by a majority culture which fails to recognize key, intrinsic factors critical for the students' success in academic settings. Evidences of said challenges include disciplinary statistics, attendance and assessment data, and graduation rates. In order to realize quantifiable gains in measurable objectives, it is critical that educational institutions recognize the value and necessity to respect and maintain the students' language and culture in order to preserve the tribal sovereignty while expanding the students' 21st century knowledge base. This research provides historical context as well as present day case study evidence to personalize the sentiments of Native American parents within a tribal community in the southeastern United States. Their detail and impressions and historical context provide the reader with a powerful glimpse into the world of institutionalized education from a rarely captured paradigm.
The Nexus between Theory and Practice: How the Transformative Initiative Pathway Improved Clinical Practice for Educational Leadership Preparation
Author: Jamison, Kimberly
Date: 2018-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Instructional Leadership,Course Content,Mentors,Graduate Students,Student Attitudes,Teacher Role,Administrator Role,Leadership Training,Transformative Learning,Interdisciplinary Approach,Private Colleges,Accreditation (Institutions),School Districts,Principals,Self Efficacy,Adult Learning,Learning Theories,Administrator Education

This qualitative study, situated within a larger interdisciplinary effort by a graduate school of education and human development at a large private university on the east coast, documents the perspectives of administrative interns on the significance of their experiences engaged in clinical practice. Semi-structured interview data from 20 administrative interns were analyzed through the lens of the following Domains of Interest: a) assessment, b) curriculum and clinical connections, c) mentoring and supervision, and d) context and design of clinical experiences, as well as how these experiences and level of inquiry due to the TI pathway oriented participants into the role of administrator. Data analysis suggests three main themes influencing administrative interns engaged in clinical practice: a) the shift in perspective from the role of teacher to the role of administrator (aligning with domains a, b, and d), b) clinical practice experiences provided strong connections to course content in some areas, and weak connections in others (aligning with domains b and d), and c) the level of mentoring and support from internship mentors, although inconsistent, had a significant impact on how they experienced and made meaning of their clinical experiences (aligning with domain c). These findings have implications for university preparation programs, school districts, and shed light on a unique pathway to accreditation, which focuses on situated learning and role transformation as a result of clinical practice experiences.
The Lingering Effects of a Behavior Support System: A Cross-Sectional Study
Author: Pluska, Lisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Outcomes of Treatment,Prior Learning,Elementary School Students,High School Students,Student Behavior,Self Control,Program Effectiveness,Attendance Patterns,Discipline,Dropouts,Sustainability,Student Motivation

This cross-sectional study was undertaken to determine the impact of a behavior support program implemented in elementary school on students' high school behaviors. The research question driving the study was whether high school students who had received instruction in the Students Taking Appropriate Responsibility (STAR) program for four years during elementary school exhibited more self-regulation on selected measures of student behavior than students who had not received such instruction. Independent samples t-tests comparing behaviors in the entire treatment population with the randomly selected control population revealed a statistically significant difference in attendance for twelfth graders. Non-significant findings included fewer missed days by ninth and eleventh graders in the treatment population and fewer discipline incidents by ninth graders in the treatment population. No differences were found between populations in the tenth grade nor in drop-out status. These findings suggest the STAR program in elementary school had positive enduring impacts on participating students' behaviors during high school.
An Investigation of the Factors That Affect High School Students&apos; Attitudes towards Social Media by CHAID Analysis
Author: Karakaya, Ismail
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Social Media,Computer Use,Mothers,Educational Attainment,Fathers,Effect Size,Attitude Measures,Instructional Program Divisions,Access to Computers,Occupational Aspiration,Foreign Countries

Purpose: The purpose of this study is to determine the level of attitude of high school students towards social media and the variables that have an effect on these attitudes. Research Methods: In this study, the relational screening model was the descriptive method that was used. The data were collected by the &quot;Social Media Attitude Scale.&quot; In the data analysis, the two-step cluster analysis and CHAID analysis (Chi-square Automatic Interaction Detector) were used. Findings: According to the results of the CHAID analysis, the most effective variable on high school students' attitudes towards social media was &quot;students' dream job.&quot; The other variables that affected attitudes towards social media were as follows: student's grade level, having a computer, the purpose of computer use, the mother's educational level, the father's educational level and the father's job. In addition, it was found that students had a moderate attitude towards social media. The effect size and relational degree for each significant variable was calculated. Implications for Research and Practice: As a result of the analyses, it was found that the level of high school students' attitudes towards social media was a moderate/threshold level and that their dream jobs had an effect on these attitudes. In order to determine whether these variables had significance in practice, the effect sizes and relational degrees for each significant variable were calculated. According to the calculations, effect sizes were large and medium, and their relational degrees were also high and moderate.
Relationships between Political Behaviors of School Principals and Perceived Coworkers&apos; Social Loafing among Teachers
Author: Himmetoglu, Beyza
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Correlation,Elementary School Teachers,Teacher Attitudes,Peer Groups,Predictor Variables,Teacher Motivation,Work Ethic,Teacher Administrator Relationship,Foreign Countries

Purpose: This study was carried out to examine the relationships between teachers' opinions on the political behaviors used by school principals and their perceptions of their coworkers' social loafing practices. Research Methods: A correlational survey model was used in the study. The population of the study consists of 1948 primary school teachers. The sample of the study consists of 652 primary school teachers. Findings: Teachers' opinions on school principles' use of idealized effect, praise and legitimization behaviors is reported to be at the level of &quot;I agree,&quot; but for exchange and pressure behaviors their opinions were at the level of &quot;I neither agree nor disagree.&quot; It is found that teachers' perceptions coworker social loafing are low. Legitimization and pressure behaviors respectively are statistically significant predictors of teachers' perceptions of their coworkers' social loafing. Implications for Research and Practice: Political behaviors used by school principals can be examined through qualitative or mixed methods to obtain detailed information. In order to reduce the social loafing in a given educational organization to minimum, studies can be conducted to determine which precautions should be taken and how motivation levels of teachers can be increased in collaborative work In order to decrease negative results arising from social loafing in educational organizations, it can be suggested that school principals should use legitimization behavior more and pressure behavior less.