ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Education and Its Relevance to Career Progression
Author: Page, Tom
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Design,Foreign Countries,Secondary Education,Higher Education,Career Readiness,Student Attitudes,College Students,Job Skills,Skill Development,Employment Qualifications,Industry,School Business Relationship,College Graduates,Information Technology,Technological Literacy

A survey was carried out to determine whether the way Design is taught at secondary and university level in the UK, adequately prepares pupils who choose to pursue a career in design and then to determine ways that it could be improved. A survey was completed with 13 participants, studying design at university, to discover from their perspective what skills were being taught and what skills they thought would benefit them to learn in more depth prior to university. The survey, moreover, contained a couple of questions targeted at participants who had undertaken some time out in industry to determine what advance information they felt would have been of benefit before their time in industry. This information combined with 3 interviews with current design graduates working in industry, was aimed at providing a view of what was required from the design industry. Of the participants who had spent time in industry, 100% of them felt better communication between industry and the education system would lead to better designers. 85% felt that design specific skills and the process of how to design needed to be taught in more depth. The major areas included in this were the ability to sketch and therefore express ideas better, CAD skills, and the ability to use programs such as Photoshop and Illustrator to display ideas. These were all areas that students felt had they learnt them at secondary school in more depth, or at all, would have aided them during study for their university degree. Next were the additional skills that the 3 design graduates and 12 placement students felt would have been beneficial to learn. It was also felt that enhanced experience of Photoshop and Illustrator at university would have made the introduction to some jobs easier, and that rather than it be taught as part of the syllabus currently they had to learn it themselves. The other main point was that better overall business skills and business understanding would have been highly beneficial. This included the ability to present ideas, both orally and on paper, brainstorming skills, teamwork and the ability to cost ideas.
Inclusive Practices in Elementary Education: What Do the Heads of Schools Perceive?
Author: Mohanty, Sankar Prasad
Date: 2017-00-00
Type: Journal Articles
Subjects: Inclusion,Elementary Schools,Principals,Administrator Attitudes,Foreign Countries,Learning Processes,Administrator Surveys,Admission (School),Student Evaluation,Learner Engagement,Curriculum,Negative Attitudes,Classroom Techniques

The purpose of this study was to explore the perception of elementary school heads about inclusive education practices followed at elementary schools. Grounded in positioning the theory, the study was conducted with a sample of twenty Headmasters (N=20) from Garadpur block of Kendrapara district (Rural) and Cuttack city (Urban) of Odisha. Interview Schedule containing six dimensions was used for data collection. Qualitative research analysis was used to explore how Heads of Elementary Schools are prepared for inclusive education practices. The main findings show that, perception of head masters was negative towards Inclusive Education. Heads or Headmasters need to be adequately trained so that they acquire skills and knowledge that would help them in their classroom teaching and practices, especially on inclusive settings. Because of this lack of training, HMs lacked confidence in teaching children with special needs in their classrooms especially if it had to take place in an inclusive setting. The findings of the study have significant implications to the school administrators, teachers, and other stakeholders who are directly and indirectly involved in implementing inclusive education.
What to Choose amongst Dictionaries for the Linguistics Student: A Review of &quot;The American Heritage College Dictionary&quot; and the &quot;Cambridge Advanced Learner&apos;s Dictionary&quot;
Author: Abalkheel, Albatool Mohammed
Date: 2020-09-00
Type: Journal Articles
Subjects: Dictionaries,Lexicography,Linguistics,English (Second Language),Second Language Learning,Undergraduate Students,Student Needs,Selection Criteria,Pragmatics,Semantics,Language Usage,Foreign Countries

This article compares and contrasts two dictionaries: &quot;The American Heritage College Dictionary&quot; and the &quot;Cambridge Advanced Learner's Dictionary.&quot; This review is written to provide English language learners -- and others -- who are taking undergraduate-level courses in linguistics, with in-depth advice on how to best support and augment their previously assigned textbooks. Specifically, the author seeks to make a case for how these two dictionaries are the most constructive for students taking courses that focus on semantics and pragmatics. Both of these texts contain extensive and detailed knowledge for students majoring in English. The reviewer examines key aspects of the two volumes in this comparison, including: front and back matter, range of contents and illustrations, and the organization of the entries. Other areas that are explored are how each dictionary deals with connotational meaning, collocational information, expressions related to the headword, and controversial usage issues. The findings of this author reveal that both texts are valuable additions to the library of any undergraduate student studying linguistics and the English language. Each volume has its strong points, making both dictionaries beneficial and essential to students of English. However, these particular texts are strongly recommended for the student for whom English is not the native language.
Evaluation of a Nationwide ICT Reform Movement in Turkey: Insights from the FATIH Project
Author: Kizilet, Esra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Educational Technology,Technology Uses in Education,Educational Change,Access to Computers,Faculty Development,English (Second Language),Second Language Instruction,Student Attitudes,Technological Literacy,Secondary School Students

Turkey has recently embarked on a country wide endeavor of integrating technology into compulsory educational system with a 2.5 billion-dollar project called FATIH. The project consists of multiple intertwined stages, including hardware installation, equipment supply, software and content development as well as teacher training. These diverse and ambitious objectives make FATIH project a rare macro project with various insights and lessons for international educational arena and academia. The major objective of the project is also unique for the CALL literature: Providing equal opportunities for students during twelve years of compulsory education in state schools by means of educational technologies. The present study focuses on English language teaching context and amendments peculiar to English language students. The data were collected from 1,600 students with a survey questionnaire. The investigation focused on the perceptions about the project tools and materials as well as ICT related competencies of English language students. The results revealed that although there is a positive perception toward the innovations of the projects, there is still a long way to go in terms of full adoption of the ICT as a means of learning and development.
Roles of Communication Centers in Communicating Science: A Multi-Disciplinary Forum
Author: Schwartzman, Roy
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Support Services,Interpersonal Communication,Communication (Thought Transfer),Sciences,Scientists,Communication Skills,Communication Strategies,Story Telling,Audiences,Graduate Students,College Faculty,Public Speaking

The communicative relationships between scientists and audiences they address beyond their specialized fields have become increasingly strained. These fractures result not simply from an ill-informed lay public, but from deeper trepidation about the ethos of science. This forum offers three distinct, yet intertwined, interdisciplinary perspectives on how communication centers can enhance science communication. Part I engages with science communication from the administrative perspective of the communication center director. This section highlights how the synergies between communication centers and the sciences can entrench a center's role as an indispensable resource for preparing scientists to address audiences of nonspecialists. The author offers fruitful suggestions for communication centers encouraging scientific communicators to engage with their publics rather than dictate recommendations and report findings to them. Part II voices the views of a scientist who distills the ways commonly taught communication skills apply to scientific communication. The author explains--and the section embodies--some of the specific communicative practices that best serve scientists as they attempt to relate to diverse audiences. The section concludes by stressing the importance of storytelling that enables scientists to offer compelling accounts of their research and rationales for its support. Invoking the perspective of science and technology studies, in Part III, the author reflects on how to bridge epistemological divides that often lead to confrontational relationships between scientists and non-scientists. Working with both scientific communicators and lay audiences in joint endeavors, communication centers can develop mutual respect and restore trust in the institution of science.
Social Media, Aggregators, Analytics, and the Writing Center
Author: Crowley-Watson, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Laboratories,Social Media,Black Colleges,Scheduling,Learning Analytics

In an attempt to increase writing center attendance and overall retention, a social media strategy was put into place in the Spring 2019 semester at Edward Waters College, an HBCU in Jacksonville, FL, and continued through the summer. In this case study, the choice of social media platforms is considered, including what platforms the Writing Center's target audience uses. The use of aggregators for scheduling is also assessed, with an eye to efficacy and economy of time and funding. Finally, the use of social media analytics is discussed to determine the best strategy for analyzing interactions with followers and other users.
Academic Freedom and Shared Governance: A Framework to Reclaim Academic Prestige in the Academy
Author: Mutisya, Philliph Masila
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Freedom,Governance,Participative Decision Making,Reputation,Higher Education,Educational Change,College Faculty,Empowerment,Teacher Role,Barriers,Global Approach,Professional Development,Student Development,Organizational Development

There are sweeping changes facing higher education institutions today that have resulted in diminished power, privilege, and prestige that the professorate have had in the past. Higher education institutions are faced with many challenges that often demand radical changes in the reconceptualization of the professorship and adversely preservation of the prestige of the profession in the academy. Prestige in this respect refers to a notoriety, reputation or influence arising from success, achievement, rank, or other favorable attributes. In other words, prestige is a &quot;distinction&quot; or &quot;reputation attached to a person or estimation in the eyes of people that has weight or credit (in general opinion), and a commanding position in people's minds. The aforementioned challenges are not only experienced locally depending on one's location on the globe, but also regionally, nationally, and internationally. This paper addresses the challenges faced by academics in higher education today that have been observed and experienced over the last twenty-five years of teaching in higher education and offers a dynamic and empowering solution to those challenges that benefits both the professorate and the institutions in which they respectively serve.
Effects and Challenges of Using Instructional and Multimedia Materials in Teaching Islamic Studies in Nigerian Schools: An Analysis
Author: Muhammad, Busari Jamiu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Education,Teacher Role,Instructional Materials,Multimedia Instruction,Barriers,Educational Technology,Technology Uses in Education,Teaching Methods

Teaching Islamic Studies in Nigerian schools formally and informally is dominantly done in an unstructured traditional ways for centuries and the system has produced resourceful scholars and individuals who have excelled in all works of life. However, without mincing words, the unabated technological products which are witnessed in this digital age has mandated the adoption of various sophisticated devices in disseminating information, especially in teaching and learning for an effective communication; hence, it effects and values to the teaching of Islamic studies cannot be denied while the challenges faced in developing countries such as Nigeria can never be underestimated. With the adoption of analytical approach, this study aims at enunciating the effects and challenges of using instructional and multimedia materials in teaching Islamic studies, roles of Islamic studies teachers and proffer preferable solutions to the conundrum faced in the utilization of instructional and multimedia materials in the teaching of Islamic studies in Nigerian schools.
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Author: Relojo, Dennis
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Daily Living Skills,Students with Disabilities,Regular and Special Education Relationship,Skill Development,Emotional Development,Social Development,Academic Ability,Student Behavior,Program Effectiveness,Parent Attitudes,Preschool Education,Elementary Secondary Education,Vocational Education,Postsecondary Education

It is widely accepted that inclusion is the educational expression of normalisation, whereby the child is provided with all possible opportunities which are similarly given to his mainstream counterparts. The current work examines the features and services of the inclusive education programme of New Era University, a higher education institution in the Philippines. This descriptive-evaluative study utilised data-gathering methodologies, which include observation, interview, survey, and documentary analysis. This case study can serve as a prototype of inclusive education as it is anchored on the ecological systems theory, which proposes that the different aspects of the environment influence the development of the child, more so, those with special educational needs. Implications are offered for policy and future research.
Saudi University Students&apos; Perceptions towards Virtual Education during COVID-19 Pandemic: A Case Study of Language Learning via Blackboard
Author: Al-Nofaie, Haifa
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Electronic Learning,Distance Education,COVID-19,Pandemics,Second Language Learning,Integrated Learning Systems,School Closing,English (Second Language),Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Computer Literacy

Following the spread of COVID-19, many parts of the world have fully shifted to virtual education. Issues regarding students' readiness for this mode of education have been the main concerns in countries where students are not used to virtual classes. This article presents a case study that investigated the perceptions of Saudi university students towards learning via Blackboard (BB), during the unusual mode of delivering education caused by COVID-19. The aim was to identify the merits and challenges of online learning in order to understand the students' learning experiences during the pandemic period and suggest practical solutions. The participants were 25 university students majoring in the English language at the bachelor of arts level. The instructor (the author) taught them classes on morphology. Based on an analysis of the students' learning logs, the students preferred the asynchronous environment to the synchronous one due to its flexibility. However, unlike research findings identified in relevant studies on virtual education for language learning, the present study reveals that virtual education is not always appealing for students. This study is one of the few studies that compare the synchronous and asynchronous aspects of BB in the Arabian contexts. It is hoped that this study will help university authorities to set out more practical educational plans in the case of emergencies. Also, this study will inform the practices of university instructors and designers of professional development courses in the near future.
The Creative Writing&apos;s Role in the Formation of a New Linguistic Home in Exile: A Critical Stylistic Analysis of Christina Garcia&apos;s &quot;Dreaming in Cuban&quot; (1990)
Author: Boualem, Fadia
Date: 2020-09-00
Type: Journal Articles
Subjects: Creative Writing,Biculturalism,Self Concept,English (Second Language),Spanish,Language Skill Attrition,Second Language Learning,Novels,Language Usage,Immigrants,Language Variation,Authors,Language Styles,Literary Genres,Psychological Patterns,Native Language

This paper depicts how exiles are psychologically damaged by language loss and how the latter engenders identity crises that affect the characters and destabilize their identity constructs. Linguistically speaking, although expatriates living outside their home countries master English more than their native words, they can circulate both locations comfortably. However, both languages fail to provide them with an efficient means of expressing their identity. The main question raised is whether language contributes to the understanding of the self or complicates the maturation process and engenders an identity crisis. It is for this particular reason that the researcher has chosen Cristina Garcia &quot;Dreaming in Cuban&quot; (1990) to portray how both languages are simultaneously used, creating a third language structure, this narrative that blends English with Spanish without making the reader notice the shift and enabling both the writer and the protagonist to express their bicultural identities. The aim of the current study is to investigate how linguistic meaning is used as a vehicle for constructing identity through a critical stylistic analysis of Christina Garcia's &quot;Dreaming in Cuban&quot; (1990). The study concludes that this novel cannot be classified as either nostalgic or creative, but blends nostalgia with creativity so as to give birth to a new category of exile writing. The latter preaches hybridity as a remedial reconciliation capable of healing the emotional shock caused by exile.
Workplace Diversity
Author: Ray, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Academic Support Services,Diversity (Institutional),Student Employment,Observation

As a graduate assistant at the University Speaking Center (USC), Rebecca Ray investigated the ways how the diverse staff works together cohesively to be both fascinating and effective. She conducted two different focus groups at the USC during downtime to create an open dialogue for learning about what makes us diverse. She found that diversity is more than just race, gender, or sexual orientation, and that the word diversity is frequently associated with only demographic characteristics. This article will explore the challenges and rewards of internal and external diversity, identify important characteristics such as trust and tact that promote diversity, and discuss how to best implement a positive, diverse workplace.
Effect of Autonomous Learner Model on Self-Esteem of Secondary School Students with Different Levels of Achievement
Author: Pinto, Rose Kiran
Date: 2018-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Self Esteem,Instructional Effectiveness,Teaching Methods,High School Students,Grade 9,Academic Achievement,Science Achievement,Self Management,Independent Study,Active Learning,Foreign Countries,Self Concept Measures

Students are motivated for the learning process only when they are able to take responsibility for one's own learning. Thus the Autonomous Learner Model (ALM) is a key to demonstrate responsibility for Self-learning, develop positive self-esteem, increase knowledge in a variety of areas, develop decision-making, and problem-solving skills, imbibe certain skills to interact with everyone associated with students like friends, siblings, adults, parents, develop logical and creative thinking skills, develop skills to interact effectively with peers, siblings, parents, and other adults, develop critical and creative thinking skills, and thus take initiative of one's learning by being independent and lifelong learners. The present study aimed to study the effect of Autonomous Learner Model and Self-esteem of students studying in Class IX of Mangaluru Taluk. The study follows a Post-test only equivalent group design of research with simple random sampling technique, where a population of five hundred students were selected, out of which a representative sample of sixty students from a Private Secondary School of Mangaluru Taluk were selected. A rating scale on Self-esteem prepared by the researcher was used for the students for finding both negative and positive feelings about oneself. The paper is concluded with significant findings related to this issue and suggestions related to modifications on desirable lines. This research found out that the two instructional methods -- Autonomous Learner Model and Traditional Method differed in their effects on Self-esteem of Secondary School Students. Autonomous Learner Model is significantly more effective than Traditional Method with respect to Self-esteem of secondary school students after partialling out the effect of Pre-Achievement. Levels of achievement have significant effect on developing Self-esteem among secondary school students and the Interaction effects of Autonomous Learner Model and Levels of Achievement has a significant effect on Self-esteem among secondary school students.
Writing Instruction and the Common Core State Standards: Integrating Technology into Writing Interventions
Author: Dunn, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Strategies,Technology Integration,Intervention,Mnemonics,Computer Software,Web Sites,Handheld Devices,Students with Disabilities,Learning Disabilities,Writing Difficulties,Elementary School Students,Self Management,Common Core State Standards

Many children struggle with writing. As a case study, Jane is a fourth-grade student with a learning disability with writing goals and objectives in her Individual Education Plan. Teachers can use students' recent writing samples and questionnaire responses (e.g., what do you find challenging about writing?) as a guide to find tools and strategies that can promote improved skills over time. Mnemonic strategy instruction, as part of step-by-step mini lessons, offers students a means to learn and apply techniques that promote their ability to self-regulate a task, such as writing. In Jane's case, pairing the story mnemonic with technology tools (e.g., an iPad) for planning and text generation within her lessons and activities provided for a significant increase in her texts' content and quality. This article offers an illustrative description of how a student can learn a mnemonic such as story as well a list of app choices to help enrich students' writing lessons with mobile devices.