ethanporcaro/eric-fulltext-meta huggingface dataset:
Inflation Metaphor in the TIME Magazine Corpus
Author: Hu, Chunyu
Date: 2016-00-00
Type: Journal Articles
Subjects: Figurative Language,Periodicals,Economic Climate,Comparative Analysis,Data,History,Computational Linguistics

A historical perspective on economy metaphor can shed new lights on economic thoughts. Based on the TIME Magazine Corpus (TMC), this paper investigates inflation metaphor over 83 years and compares findings against the economic data over the relatively corresponding period. The results show how inflation, an abstract concept and a normal economic phenomenon, is typically understood and explained in a variety of metaphoric expressions, how different types of metaphor structure and reframe our thinking about inflation, and why the usage of inflation metaphor varied over time. This study highlights the importance of historical perspective and the values of diachronic corpus in researching economy metaphor.
An Empirical Study on the Distinctive Teaching Mode and Practice of International Business Innovation Class in GDUFS
Author: Dongman, Cai
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Innovation,Teaching Methods,Business Administration Education,International Trade,International Cooperation,Interdisciplinary Approach,Student Attitudes,Satisfaction,Problem Solving,Statistical Analysis,English (Second Language),Second Language Learning,Language Proficiency,Knowledge Level,Undergraduate Students,Program Evaluation,English for Special Purposes,Questionnaires,Structured Interviews,Content Analysis

Accommodating to the development of globalization, China witnesses a mounting demand for international business talents who are proficient in both foreign languages and business knowledge and adept at international cooperation and competition in business context. In order to meet this need, Guangdong University of Foreign Studies, taking advantage of its resources in foreign languages and outstanding professional teachers, made a breakthrough in multidisciplinary teaching reform and took initiative to set up the program of International Business Innovation Class in autumn, 2010. In July 2014, it has delivered its first batch of graduates. Hence, it is of great significance to conduct relevant investigations on the teaching mode and practice timely so as to obtain data for assessing its teaching effectiveness and students' satisfaction. Based on empirical study, this paper evaluates three factors: learners' recognition, features and problems of this program, which aims at identifying existing problems in practical teaching, improving teaching quality and students' satisfaction and proposing feasible suggestions to address them. In a broader context, it attempts to provide a quotable paradigm for similar innovation programs or similar institutions' internationalization.
Analysis of Culture-Specific Items and Translation Strategies Applied in Translating Jalal Al-Ahmad's &quot;By the Pen&quot;
Author: Daghoughi, Shekoufeh
Date: 2016-00-00
Type: Journal Articles
Subjects: Translation,Culture,Taxonomy,Indo European Languages,Twentieth Century Literature,Novels

Due to differences across languages, meanings and concepts vary across different languages, too. The most obvious points of difference between languages appear in their literature and their culture-specific items (CSIs), which lead to complexities when transferring meanings and concepts from one language into another. To overcome the complexities arisen from the distinction between languages in the process of translation, translation scholars have proposed different strategies. Newmark's proposed taxonomy for translating CSIs is the framework for achieving this study. So, after adopting CSIs with Newmark's (1988) 5 proposed domains of CSIs, we sought to find his proposed translation strategies applied in the English translation of Jalal Al-Ahmad's &quot;By the Pen&quot; by Ghanoonparvar (1988) and to evaluate the frequency of each in order to determine which strategy could help the most in translating CSIs. To do so, first, both the source language text and its translation were studied; then, the translation strategies applied were found. Having found the strategies as the sources of the data, they were arranged and analyzed. Results showed that functional equivalent was the most frequently used strategy, and modulation and paraphrase were the least frequently used ones. Findings have pedagogical implications for translation students and literary translators.
A Comparison of the Act and Frequency of Plagiarism between Technical and Non-Technical Programme Undergraduates
Author: BavaHarji, Madhubala
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Plagiarism,Incidence,Intellectual Disciplines,Engineering Education,Information Technology,Technical Education,Multimedia Instruction,Comparative Analysis,Instructional Program Divisions,Gender Differences,Academic Achievement,Low Achievement,High Achievement,Statistical Analysis,Questionnaires

Concerned with intellectual theft, we decided to examine intellectual theft among undergraduates at a private higher education institution. The aim of this study was to compare the act and frequency of plagiarism, particularly between programmes, gender, year of study and academic performance. This study adopted the quantitative approach, using a questionnaire to gather the students' background information and the general practice of intellectual theft. It was administered to 120 students, i.e. 30 students undertaking the Engineering, IT, Management and Creative Multimedia programmes. For the purpose of this study, we categorised the programmes into Technical programme (TP), i.e. Engineering and IT programmes (science discipline) and Non-Technical programme (NTP), i.e. Management and Creative Multimedia programmes (non-science discipline). This study found that the act of plagiarising was prevalent in both categories of the programmes, however, more prevalent among the technical programme students than the non-technical programme students. We also found that the act of intellectual theft was more evident among the males than female, junior than seniors and average academic achievers than high achievers. A comparison between programmes found significant differences in the act of plagiarism among gender, particularly among the female NTP students, among the Year 3 students and among the high achievers. No significant difference was found in relation to the frequency of plagiarism between programmes and gender, but among the students who sometimes plagiarize by level of study and by academic achievements.
Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program
Author: Berkeley, Sheri
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Instruction,Knowledge Base for Teaching,Disabilities,Teacher Education,Educational Change,Teacher Certification,Special Education,Special Education Teachers,Predictor Variables,State Standards,Teacher Evaluation,Teacher Competencies,Teaching Skills,Pedagogical Content Knowledge,Licensing Examinations (Professions),Multiple Regression Analysis

Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation curricula, candidate competency standards, and teaching licensure requirements. Instructors in the participating special education program have followed this recommendation by aligning the curriculum of a required developmental reading course to the state's teaching competencies for reading, and assessing the teaching and learning of these competencies through the administration of the Common Assessment of Special Education Teachers-Reading (CAST-R) across all course sections. Findings of this study show that teacher candidate performance on the CAST-R is an accurate predictor of performance on the state test of reading instruction knowledge required for teaching licensure in special education. Implications are discussed.
Perspectives of Pre-Service Teachers on Students with Emotional Disabilities
Author: Beam, Andrea P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Disturbances,Behavior Disorders,Student Attitudes,Preservice Teachers,Pretests Posttests,Likert Scales,Student Surveys,Preservice Teacher Education,Practicums,Experiential Learning,Scores,Observation,Special Schools,Behavior Modification,Program Effectiveness

Perceptions of working with students of emotional disabilities or who are considered Emotionally/Behaviorally Disturbed (E/BD) is varied across the spectrum. However, one constant that does hold true is that all pre-service teachers have some hesitation in working with such students, especially if they lack any previous exposure to students with E/BD. This study compared pre- and post-test Likert-scale type surveys about pre-service teachers' (n = 35) perceptions regarding students with E/BD. In between the pre- and post-test, the pre-service teachers were given classroom instruction and were assigned a practicum field experience to observe and work alongside students with emotionally charged behaviors housed in an alternative educational facility. The scores were analyzed via a paired t-test and findings revealed that practical observation experience at an alternative school setting for E/BD students and instruction on behavior management strategies had a significantly positive effect on survey respondents' perceptions regarding E/BD students.
Maximizing the Effective Use of Formative Assessments
Author: Riddell, Nancy B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Evaluation Methods,Student Evaluation,Academic Achievement,Comprehension,Progress Monitoring

In the current age of accountability, teachers must be able to produce tangible evidence of students' concept mastery. This article focuses on implementation of formative assessments before, during, and after instruction in order to maximize teachers' ability to effectively monitor student achievement. Suggested strategies are included to help expand educators' repertoire of possible formative assessments that can be utilized in the classroom setting. These strategies can make teachers more productive and effective in monitoring and assessing student achievement.
Unpacking Biases: Developing Cultural Humility in Early Childhood and Elementary Teacher Candidates
Author: Brown, Elizabeth Levine
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preservice Teachers,Elementary School Teachers,Cultural Awareness,Student Diversity,Multicultural Education,Cultural Differences,Reflection,Social Bias,Stereotypes,Simulation,Theory Practice Relationship,Case Studies,Case Method (Teaching Technique),Experiential Learning,Family Environment,Cultural Background,Field Experience Programs

Changing demographics in the U.S. require a focus on educating future teachers on how to engage children and families with diverse backgrounds. Teacher educators have been charged to address teachers' cultural competence and provide pedagogical instruction for working with diverse populations. We bolster this line of inquiry by sharing activities used in our university classrooms that support the development of teacher candidates' cultural competence vis-à-vis cultural humility. Acknowledging the development of cultural humility as a process, we provide teacher candidates with opportunities to transform their knowledge, skills, and abilities for working with diverse children and their families, through guided critical reflection, real life situations and field experiences.
Causes of and Solutions to the Achievement Gap: Teachers' Perceptions
Author: Ratcliff, Nancy J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Teacher Educators,Preservice Teacher Education,Inservice Teacher Education,Teacher Attitudes,Online Surveys,School Districts,Parenting Styles,Behavior Problems,Student Motivation,Class Size,Standardized Tests,Educational Strategies,Family Income,Tutoring,Elementary Secondary Education

Survey results from 874 educators regarding the achievement gap are shared. The importance of the achievement gap, causes of and solutions to the achievement gap, and performance expectations for students in their schools are explored. Implications for teacher educators are discussed as related to both pre-service and in-service training programs.
The Computer-Based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices
Author: Painter, Diane D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Summer Programs,Teacher Education Programs,Writing Difficulties,Writing Instruction,Graduate Students,Self Management,Goal Orientation,Reinforcement,Program Effectiveness,Teaching Methods,Computer Assisted Instruction,Special Education,Internship Programs,College School Cooperation,Writing Strategies,Writing Processes,Student Attitudes,Reading Strategies,Educational Technology,Keyboarding (Data Entry)

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of the writing process. Following the Self-Regulated Strategy Development (SRSD instructional model, the graduate interns explicitly taught their students writing and self-regulation strategies that included self-monitoring, self-instruction, goal-setting, and self-reinforcement. The purpose of this article is to describe how through their CBW experiences, the interns acquired content and professional knowledge, tested out best instructional, assessment and technology practices and developed critical reflective thinking needed for informing their instructional practice. The CBW experience provided direct community service to children identified as at-risk learners and to their parents who learned ways they can provide ongoing literacy and learning support for their children at home.
Striving to Enact the Professional Development School Philosophy: George Mason University's Elementary Education Program
Author: Parsons, Seth A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Development Schools,College School Cooperation,Elementary Education,Teacher Education,Role,Program Descriptions,Models,Educational Objectives,Educational Benefits

Standard 2 from the Council for Accreditation of Educator Preparation (CAEP) Standards focuses on the importance of partnerships between P-12 schools and universities to enhance student learning and teacher candidate preparation. In the midst of discussions on how to improve partnerships between P-12 schools and universities, this article adds to the conversation, describing how George Mason University's elementary education program engages in school-university partnerships. This article presents the Professional Development Schools (PDS) philosophy as a framework for supporting school-university partnerships. More specifically, this article seeks to describe how the PDS philosophy is enacted in George Mason University's elementary education program. The authors identify the process for schools joining their PDS network and explain the elements that are foundational to their collaboration with P-6 partners. Additionally, the article describes the formal roles and responsibilities between George Mason University and their school partners and how these roles enhance collaboration. The article concludes with the benefits and hurdles that George Mason University has encountered in enacting the PDS philosophy.
Caution or Stasis: Using Research to Rethink Schools--Now
Author: Blodget, Alden
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Practices,Change Strategies,Affective Behavior,Cognitive Style,Neuropsychology,Individual Characteristics,Learning Processes,Cognitive Processes,Context Effect,Research Utilization

In this article, Alden Blodget reflects on his more than 50 years of working in what he terms &quot;the tragicomedy club of school reform,&quot; and suggests a need to rethink not just classroom teaching methods but the entire system. Blodget states that if the current system is built on faulty assumptions about learning, then there must be a replacing of these assumptions and a redesign of the structures, practices, and policies that they support. Research has shown, however, that change is hard work; it's threatening and can be deeply unsettling. Unfortunately, those who oppose change often seize on any excuse to keep it at bay. Research has also shown that combining the gathering of data and all the other steps that the cautious suggest with actual changes to improve the lives of young learners is available right now--if educators work to study and understand the current research that resonates with their own experiences. Blodget suggests that: (1) schools hire their teachers to work most of the summer with their colleagues to imagine and develop structures, practices, and policies that make more sense than the current ones; and (2) schools of education immerse the next generation of teachers in mind, brain, and education (MBE) because kids in the classrooms need change now, not later.
Attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan
Author: Da'asin, Khaled Awad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Tests,Computer Assisted Testing,Questionnaires,Grade Point Average,Positive Attitudes,Negative Attitudes,Anxiety,Stress Variables,Efficiency,Academic Achievement,Cheating,Statistical Significance,Gender Differences

This study aimed to investigate the attitude of Ash-Shobak university college students concerning the electronic exam for intermediate university degree in Jordan, and identify the impact of gender and grade point average (GPA) variables on students' attitudes. To achieve this objective, a questionnaire consisting of (26) items was used, and distributed among all the students attending the exam in Ash-Shobak University College during the first and second semesters of the academic year 2014/2015, their number reached (112) students. Furthermore, (108) full questionnaires were retrieved. The results showed positive attitudes among students towards E-exam, but there were some negative attitudes ascribed to the high-level of anxiety and stress among students, and over exams' ability to raise the efficiency of students' achievement or limit cheating. The results also showed no statistically significant differences in students' attitudes attributed to the variables of gender and GPA. Accordingly, the researcher recommends using the electronic version of the intermediate university certificate exam. Thus, the researcher also recommends avoiding the negative impact of the exam, and developing it to raise efficiency in measuring the students' achievement.
National College Learning Center Association 2014 Survey Report
Author: Toms, Marcia
Date: 2016-00-00
Type: Journal Articles
Subjects: Surveys,Questionnaires,Benchmarking,Geographic Regions,Institutional Characteristics,Postsecondary Education,Higher Education,Colleges,Academic Support Services,Campuses,College Libraries,School Buildings,Tutoring,Workshops,Study Skills,Financial Support,Student Needs,Disabilities

The material in this article is a compilation of the results of an National College Learning Center Association (NCLCA) study conducted by Dr. Marcia Toms under the auspices of NC State University which came from 211 unique institutions during the Spring of 2014. Invitations to complete the survey were sent to all past and present NCLCA members as well as to national listservs. The survey questionnaire was based on previous NCLCA surveys and the Writing Center Research Project survey (Griffin, Keller, Pandey, Pedersen, &amp; Skinner, n.d.; Truschel &amp; Reedy, 2009). The intent of this article is to provide a baseline for center administrators to use when assessing their operations. Additionally the outcomes have provided the association with topics of interest identified as a future trend by respondents. The survey and full breakdown of responses are available to NCLCA members at www. NCLCA.org. [This report was edited by David Reedy.]
Supplemental Instruction in Physical Chemistry I
Author: Toby, Ellen
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Comparative Analysis,Mathematics Skills,Grades (Scholastic),Science Achievement,Tutoring,Undergraduate Students,College Science,Calculus,Attendance,Predictor Variables,Multiple Regression Analysis,Grade Point Average

Physical chemistry I at Texas A&amp;M University is an upper division course requiring mathematical and analytical skills. As such, this course poses a major problem for many Chemistry, Engineering, Biochemistry and Genetics majors. Comparisons between participants and non-participants in Supplemental Instruction for physical chemistry were made using analyses that controlled for prior mathematical ability and academic achievement. When controlling for prior mathematical ability, no statistical evidence was found that supplemental instruction attendance increased the final grade in physical chemistry I. However, when controlling for prior academic achievement, students with lower prior achievement were found to benefit from supplemental instruction while high achieving students derived no benefit.
Applying Matched Sampling to Evaluate a University Tutoring Program for First-Year Students
Author: Walvoord, Mark E.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Freshmen,Matched Groups,Sampling,Tutoring,Program Effectiveness,Program Evaluation,Research Methodology,Grade Point Average,Academic Achievement,Peer Teaching,Control Groups,Experimental Groups,Scores

Our study used a case-control matching design to assess the influence of a voluntary tutoring program in improving first-year students' Grade Point Averages (GPA). To evaluate program effectiveness, we applied case-control matching to obtain 215 pairs of students with or without participation in tutoring, but matched on high school GPA and standardized test scores. Next, we examined differences in academic performance between the two groups. A matched pairs t-test showed that students who attended the tutoring sessions demonstrated significantly higher GPAs during their first year. We close by discussing implications and suggestions for future research.
Mathematics Self-Related Beliefs and Online Learning
Author: Ichinose, Cherie
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Electronic Learning,Online Courses,High School Students,Student Attitudes,Educational Technology,Mathematics Anxiety,Self Efficacy,International Assessment,Secondary School Students,Achievement Tests,Foreign Countries,Beliefs,Secondary School Mathematics,Likert Scales,Surveys,Conventional Instruction

This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels of both mathematical anxiety and mathematical self-efficacy than did the PISA group, suggesting that online learning can be either an effective or ineffective mode for learning mathematics depending on the experience and expectations of the individual student. This information may help inform online teaching and learning in mathematics at both the secondary and postsecondary levels.