ethanporcaro/eric-fulltext-meta huggingface dataset:
Saxon Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Mathematics Achievement,Mathematics Instruction,Instructional Effectiveness,Educational Research,Elementary School Students,Middle School Students,Mathematics Curriculum,Intervention,Algebra,Core Curriculum,Elementary School Mathematics,Secondary School Mathematics

&quot;Saxon Math&quot; is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. This review focuses on studies of &quot;Saxon Math&quot;'s primary courses, which include kindergarten through pre-algebra. The What Works Clearinghouse (WWC) identified five studies of &quot;Saxon Math&quot; that both fall within the scope of the Primary Mathematics topic area and meet WWC group design standards. All five studies meet WWC group design standards with reservations. Together, these studies included 8,855 students in grades 1-3 and 6-8 in 149 schools across at least 18 states. &quot;Saxon Math&quot; had mixed effects on mathematics test scores of students in primary courses. Four appendices are included: (1) Research details for Agodini et al. (2013); (2) Outcome measures for the mathematics achievement domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for the mathematics achievement domain. Contains WWC Rating Criteria and a glossary of terms. [For the 2016 Saxon Math Intervention Report, see ED565884.]
Innovation in Learning and Teaching Project Report: Data Analysis. August 2016/17
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-00-00
Type: Reports - Research
Subjects: Qualitative Research,Educational Innovation,Higher Education,Teaching Methods,Learning Processes,Learning Experience,Educational Finance,Focus Groups,Interviews,Sustainability,Educational Change,Foreign Countries,Costs,Risk,Outcomes of Education,Guidelines,Excellence in Education

This document presents the findings of a small-scale qualitative study into the motivations of higher education providers for pursuing strategic-level innovations in learning and teaching; the source of these innovations; their impact on the learning experience of students; and their financial implications for higher education providers. The project tells us why some institutions invest in innovation in learning and teaching, and what the enablers of innovation in higher education are.
An Analysis of &quot;City of Glass&quot; by Paul Auster in Terms of Postmodernism
Author: Odacioglu, Mehmet Cem
Date: 2017-04-24
Type: Journal Articles
Subjects: Novels,Postmodernism,Authors,Literary Devices,Literature,Second Language Learning,Second Language Instruction,English (Second Language),Literary Criticism,Discourse Analysis,Teaching Methods,Foreign Countries

This study analyzes &quot;City of Glass,&quot; a postmodernist detective novella (or anti-detective) of the &quot;New York Trilogy&quot; by Paul Auster in terms of postmodernist elements and techniques such as metafiction, parody, intertextuality, irony and like. In doing so, some information about Auster's life and the plot of the work are also offered to the reader to make the analysis more concrete. Last but not least, this study is also thought to be useful for students enrolled in English Language and Literary Departments for them to understand the movement of postmodernism.
An Explanatory Mixed Method Study on Pre-Service Language Teachers' Communication Apprehension towards Their Instructors
Author: Kavanoz, Suzan
Date: 2017-04-24
Type: Journal Articles
Subjects: Preservice Teachers,Communication (Thought Transfer),Anxiety,Mixed Methods Research,Teacher Education,Language Teachers,Gender Differences,Questionnaires,Measures (Individuals),Comparative Analysis,Second Language Learning,Second Language Instruction,Case Studies,Likert Scales,Foreign Countries,Teacher Behavior,Teacher Student Relationship

Promoting higher communication efficiency among teacher candidates and acting as models are among the main professional responsibilities of teacher educators. This makes the task of teachers even more important in language education classes where students are prospective language teachers and their development as language teachers highly depend on the way teacher educators teach and communicate (Wen &amp; Clément, 2003). This sequential mixed-method study examined Communication Apprehension (CA) levels of a convenience sample of pre-service language teachers at a state university with a particular focus on the influence of gender, year level, and achievement on CA towards lecturers. Given that CA is a psychological experience, a self-reported questionnaire, Communication Apprehension with the Lecturers Scale (CALS), (Eren-Gümüs, and Kolburan-Geçer, 2008) was considered appropriate for measuring the participants' levels of communication apprehension with their instructors. In order to compare the CA levels of students at each level, a cross-sectional survey design was selected (Creswell, 2002). Quantitative data were analyzed using descriptive analysis, ANOVA, and independent samples t-test. In addition to the quantitative data analysis, the researcher purposefully elicited open-ended written comments of pre-service language teachers in order to gain deeper insights into the phenomenon. The data obtained through open-ended survey questions were subjected to qualitative content analysis. The findings indicate that communication should have a greater role in teacher education and teacher educators should refrain from exhibiting behaviors that can prevent prospective teachers from communicating with them.
Higher Education in England 2016: Key Facts. September 2016/20
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Undergraduate Study,Enrollment Trends,Graduate Study,Student Characteristics,Racial Differences,Ethnicity,Age Differences,Disabilities,Social Differences,Majors (Students),Colleges,School Personnel,College Faculty,Educational Research,Educational Finance,Income,Financial Support

This updated edition of &quot;Higher Education in England: Key Facts&quot; provides a statistical overview of key sector trends and developments in 2016. Using the most recent data, it draws together key findings from a range of reports published by the Higher Education Funding Council for England (HEFCE) over the past year to provide a robust, accessible evidence base. The first chapter reports on data on entrants to undergraduate courses. The numbers of full-time United Kingdom (UK) and other European Union (EU) entrants in 2015-16 were estimated to be 404,000, an increase of about 4 per cent on the previous year. Entry to postgraduate courses is considered in Chapter 2. The number of UK and other EU entrants to taught postgraduate courses was estimated to have fallen slightly, by 0.8 per cent between 2014-15 and 2015-16, although entry numbers have been broadly stable at around 75,000 for the past four years. The next chapter describes the UK-domiciled student population in higher education in England with regard to ethnicity, sex, age, disability and social background. The distribution of students across subjects is described in Chapter 4. Approximately three-quarters of all undergraduate students are studying subjects in the arts, humanities and social sciences, while almost one in four postgraduate students is studying a business-related subject. Chapter 5 shows that provision in the English sector is evolving. For the first time in 2015-16, those universities that require students to have high Universities and Colleges Admissions Service (UCAS) tariffs had more undergraduate entrants than those with low UCAS tariffs. The number of undergraduate entrants to high-tariff universities increased by 7.2 per cent between 2014-15 and 2015-16. For the first time, the report includes information on the higher education workforce. Chapter 6 shows that the number of people employed in universities increased by almost 10,000 in 2014-15, and is now almost 300,000. Chapter 7 of the report focuses on university research. Research income to English higher education institutions from grants and contracts increased in 2014-15, largely due to increases in funding from research councils and the EU government. The final chapter considers the financial health of the higher education sector in England. The latest data returned to HEFCE, which relates to the year ending July 2015, indicates that overall finances are stable, with the sector reporting an operating surplus. The following are appended: (1) Additional data; and (2) Abbreviations.
Financial Health of the Higher Education Sector: 2015-16 Financial Results. Data Analysis. March 2017/02
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Educational Finance,Financial Support,Income,Institutional Characteristics,Student Recruitment,Undergraduate Students,Foreign Students,Expenditures,Investment,Retirement Benefits,Debt (Financial)

This report provides an overview of the financial health of the Higher Education Funding Council for England (HEFCE) funded higher education sector in England. The analysis covers the financial results for 2015-16. This does not include further education or sixth-form colleges, or alternative providers of higher education.
Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method
Author: Toghyani Khorasgani, Amir
Date: 2017-04-24
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Second Language Learning,Second Language Instruction,Vocabulary Development,Mnemonics,Associative Learning,Elementary School Students,English (Second Language),Scores,Imagery,Statistical Analysis,Instructional Effectiveness,Comparative Analysis,Intervention

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.
Shakespeare in Three Languages Reading and Analyzing Sonnet 130 and Its Translations in Light of Semiotics
Author: Kasar, Sündüz
Date: 2017-04-24
Type: Reports - Research
Subjects: Semiotics,Literature,Computational Linguistics,Translation,Language Usage,Poetry,Language Rhythm,Second Languages,Case Studies,Turkish,French,Linguistic Theory,Semantics,Literary Devices,Discourse Analysis

Among the literary genres, poetry is the one that resists translation the most. Creating a new and innovative language that breaks the usual rules of the standard language with brand-new uses and meanings is probably one of the most important goals of the poet. Poetry challenges the translator to capture not only original images, exceptional symbolism, and subjective connotations but also its musicality, rhythm, and measure. Faced with this revolutionary use of language, the translator needs a guide so as to not get lost in the labyrinths of the poetic universe. The universe of sound and meaning unique to each language and the incompatibility of these languages with each other makes the duty of the translator seem impossible. At this point, semiotics may function as a guide, opening up the mysteries of the universe built by the poet and giving clues as to how it can be conveyed in the target language. This allows us to suggest the cooperation of semiotics and translation. From this perspective, we aim to present a case study that exemplifies this cooperation. Our corpus comprises Shakespeare's sonnet 130 and its Turkish and French translations. The study treats the translator as the receiver of the source text and the producer of the target text in the light of the &quot;Theory of Instances of Enunciation&quot; propounded by Jean-Claude Coquet. Further, through the &quot;Systematics of Designificative Tendencies&quot; propounded by Sündüz Öztürk Kasar, the study compares the translators' creations to the original sonnet to see the extent to which the balance of the original text's meaning and form is preserved in the translations and how skillfully and competently the signs that constitute the universe of meaning are transmitted in the target languages. [This study was presented under the title &quot;Translating Poetry in the Light of Semiotics&quot;at the X. European Conference on Social and Behavioral Sciences (Sarajevo, May 19-22, 2016.)]
An Example for Portfolio Preparation in German Teacher Training
Author: Arak, Hüseyin
Date: 2017-04-24
Type: Journal Articles
Subjects: Portfolios (Background Materials),Teacher Education,Multiple Choice Tests,Translation,Second Language Learning,Second Language Instruction,Language Teachers,German,Turkish,Seminars,Portfolio Assessment,Metacognition,Foreign Countries

In this study we are trying with the help of portfolio in teacher training and the diagnosis of the learning group concerning their skills in translation from German to Turkish, to show the documentation of the learning process. The portfolio provides a good overview about the performance of the students and it also prepares a basis for assessment. A growing self-awareness of students can be achieved through implementing the portfolio-method. The students should collect and reflect the most important materials and practices leading to key terms of the seminar. It is more than an assessment method it is a surrounding of learning. The work with portfolio has an influence on teaching, learning and assessing. As in detail, this is dependent on the aims and other characteristics of the models which take the portfolio work as a basis. The portfolio provides us a big advantage for the support of the cultural reflection. We can observe the process of the growth of knowledge step by step, because the measurement of the development in a determined period allows us either a written work or a Multiple Choice Test. In this sense we can look at the portfolio as an assessment instrument of a process.
Using Nasreddin Hodja Stories in English as a Foreign Language (EFL) Classrooms
Author: Yaman, Ismail
Date: 2017-04-24
Type: Reports - Research
Subjects: English (Second Language),Second Language Instruction,Humor,Incidence,Learning Processes,Second Language Learning,Cultural Awareness,Teaching Methods,Foreign Countries,Student Motivation,Learning Motivation,Learning Activities,Vocabulary Development,Grammar,Language Skills,Literature,Folk Culture,Lesson Plans,Web Sites,Educational Resources

Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL) coursebooks. These cultural elements are not limited to the target culture but they cover local and international culture components as well. Not focusing on solely one specific culture enables language learners to touch different cultures as well as maintaining awareness of their own culture. Humour constitutes another aspect without which human beings cannot survive. Our daily lives are full of humorous elements like jokes and these add remarkable taste to human beings' course of living. This positive prevalence of humour in human life may also have its reflections in the realm of language teaching. Considering the inseparableness of both culture and humour from human life, Nasreddin Hodja stories can ideally serve a double purpose while teaching English in EFL settings. When offered in English, these culturally embedded and humour-laden stories that wittily combine both local culture and humorous elements hold the potential to motivate both English language teachers and learners while teaching and learning English in Turkish EFL context. This study aims to discuss the possible ways to employ Nasreddin Hodja stories in Turkish EFL classrooms. To this end, sample to-the-point activities based on Nasreddin Hodja stories in English will be introduced for different language skills ranging from main skills like reading and speaking to sub-skills like vocabulary and grammar.
Graduate Satisfaction with Undergraduate Choices: Data Analysis. September 2016/28
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-00-00
Type: Reports - Research
Subjects: Graduate Students,Student Satisfaction,Prior Learning,Undergraduate Study,Student Surveys,National Surveys,Preferences,Majors (Students),School Choice,Qualifications,Ethnic Groups,Racial Differences,Student Characteristics,Regression (Statistics),Foreign Countries

This issues paper examines the retrospective satisfaction of graduates with their higher education choices, using data from a nationwide survey of former students. This is to identify whether there is variation in the frequency with which graduates from different equality groups say they would be likely to make different choices if they were able to revisit their choice of subject, institution or qualification or to choose to do something completely different. It is found that there is substantial variation in the levels of satisfaction between different ethnic groups with some groups being much more likely to make different choices if they could choose again. Contains the following annexes: (1) Response to Choice Questions by Graduate Characteristic; (2) Regression Results by Question; (3) References; and (4) Abbreviations.
A Quasi-Experimental Study on Using Short Stories: Statistical and Inferential Analyses on the Non-English Major University Students' Speaking and Writing Achievements
Author: Iman, Jaya Nur
Date: 2017-04-24
Type: Journal Articles
Subjects: Quasiexperimental Design,Literary Genres,Pretests Posttests,Control Groups,Undergraduate Students,Urban Planning,Statistical Analysis,Comparative Analysis,Sampling,English (Second Language),Second Language Learning,Scoring Rubrics,Writing Achievement,Oral Language,Language Fluency,Second Language Instruction,Vocabulary Skills,Language Tests,Teaching Methods,Foreign Countries,Multiple Regression Analysis,Experimental Groups

This research was conducted to find out whether or not using short stories significantly improve the speaking and writing achievements. A quasi-experimental study of non-equivalent pretest-posttest control group design or comparison group design was used in this research. The population of this research was the all first semester undergraduate students of urban and regional planning study program of Indo Global Mandiri University. Forty students were selected as the sample by using purposive sampling technique in which each group consisted of 20 students, respectively. The treatment was given for 14 meetings. This research was primarily concerned on the quantitative data in the form of the students' speaking and writing scores. Rubrics were used to measure the students' speaking and writing achievements. The findings showed that (1) there was a significant improvement in speaking and writing achievements where t-obtained of speaking skill by using rubric was 16.110 (p&lt;0.000) and t-obtained of writing skill by using rubric was 18.291 (p&lt;0.000), (2) there was also a significant mean difference in speaking and writing achievements between the experimental and control groups were 4.533 (p&lt;0.000) and 3.504 (p&lt;0.000), (3) the aspect of speaking and writing skill gave high contribution on the students' speaking and writing achievements in the experimental group. The highest contribution of speaking skill aspect toward the speaking achievement was fluency. Meanwhile the highest contribution of writing skill aspect toward the writing achievement was vocabulary. Hence, it could be concluded that using short stories significantly improve the students' speaking and writing achievements.
The Preferences of In-Service ELT Teachers' Language Learning Strategies in Their Own Language Learning Process
Author: Koç, Hatice Kübra
Date: 2017-04-24
Type: Journal Articles
Subjects: Second Language Learning,Learning Strategies,Age Differences,English (Second Language),Second Language Instruction,Questionnaires,Individual Differences,Gender Differences,Language Teachers,Preferences,Elementary School Teachers,Secondary School Teachers,Taxonomy,Teaching Experience,Teacher Attitudes,Learning Processes,Teacher Role,Measures (Individuals),Semi Structured Interviews,Foreign Countries,Mixed Methods Research

As a still popular research area, Language Learning Strategies (LLS) researches need to be enhanced, since it consists of different phenomenon such as age, gender, individual differences and learning environment. At a glance, previous studies in the literature state that most of LLS researches are conducted in just learner-contexts in schools or at universities. Consequently, the use of LLS and LLS preferences of both adults and young learners have been tried to determine via these studies, however the concept of teachers' own LLS usage and preferences has been ignored by researchers; yet if teachers are aware of their own LLS use, then they can be more helpful for their learners in terms of LLS. Thus, the current study investigates English Language Teaching (ELT) teachers'own language learning strategies in a language teaching and learning context. Since LLS use of young learners has been a growing area, in this study, teachers who have been teaching young learners in public primary and secondary schools are determined as participants. Data is collected from 81 in-service ELT teachers via a questionnaire namely &quot;Strategy Inventory for Language Learning&quot; (SILL) designed by Oxford (1990) and a semi-structured interview which is formed by the researcher's herself. As a result of the study, LLS usage of in-service ELT teachers are identified as moderate frequency level; additionally, taking Oxford's (1990) classification as a basis, the mostly used strategy group of ELT teachers is seen as social strategies whereas the least one is affective strategies; moreover, it is indicated that there is no mean difference on the LLS preferences of ELT teachers in terms of their genders, ages and teaching experiences.