ethanporcaro/eric-fulltext-meta huggingface dataset:
So You Want to Be a Teacher: What Are Your Reasons?
Author: Bakar, Ab Rahim
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Teachers,Questionnaires,Teaching (Occupation),Occupational Aspiration,Career Change,Influences,Attribution Theory,Factor Analysis,Motivation,Locus of Control,Student Teacher Attitudes,Likert Scales,Gender Differences,Altruism,Etiology,Work Attitudes,Cohort Analysis,Foreign Countries

This study explored student teachers views of factors influencing them to choose teaching as a career. A total of 600 student teachers completed a questionnaire. They were asked to rate the importance of 25 factors in influencing their choice of teaching as a career. Using Factor Analysis, we categorized the 25 factors into three main factors (Intrinsic, Extrinsic, and Altruistic). We found that of the three factors, altruistic motivation seems to be more dominant (Mean = 6.07) than intrinsic (Mean = 5.72), and extrinsic motivation (Mea n= 5.4). We compared the views expressed by those who were not considering teaching and those who were considering teaching as a career option in relation to factors important in influencing their decisions. We also compared the importance of the factors based on gender. For all the groups regardless of gender or career option, altruistic factors were rated more important than intrinsic and extrinsic factors.
Transfer across Second Language Acquisition Theories
Author: Daftarifard, Parisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Transfer of Training,Second Language Learning,Linguistic Theory,Contrastive Linguistics,Grammar,Native Language,Role,Models,Language Processing,Language Universals,Language Classification

Transfer has been discussed from different points of view since the advent of Contrastive Analysis Hypothesis [13], [8]. Mishina-Mori [19] has defied transfer as merging grammatical properties from one language to another. The effect of transfer from a first language (L1) to a second language (L2) or a third language (L3) has been viewed differently in different theories of Second Language Acquisition (SLA). A number of these theories view transfer as having no role, some others as having debilitative effects and still others as having enhancive effects on L2 or L3 learning. This article has reviewed these different views of SLA theories toward transfer and claims that though these theories sound incommensurable in this regard, they can be considered as one tune in a complex dynamic but chaotic system of SLA known as Chaos/Complex System.
Aural-Oral Communicative Skills among Yemeni Secondary Level Students
Author: Baskaran, M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Communication Skills,Oral Language,English (Second Language),Second Language Instruction,Auditory Stimuli,Educational Technology,Audio Equipment,Action Research,Observation,Textbooks,Content Analysis,Visual Stimuli,Student Evaluation,Scores,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Statistical Analysis,Hypothesis Testing,Native Language,Interference (Language)

Many attempts are currently being made to develop Aural-Oral Communicative skills in English at school level, but it remains a difficult task for the teachers of English. There are a lot of readymade cassettes available in the market but they have hardly served the purpose. Admittedly, cassettes help and yield better results for learners, subject to teacher's competence to utilize them. English is a foreign language for Yemeni students at all levels: preparatory, secondary and tertiary. It is considered as a difficult subject due to the mother tongue interference. But the optimum use of audio cassettes developed by the teachers will help to achieve the desired results. In the present study, the basic skills were taken as tasks and simple tests were administered on the students, who start learning English at the age of eleven. Their mother tongue interference is deep-rooted and so they have difficulties in learning English.
A Pedagogic Corpus Analysis: Modal Auxiliary Verbs in Malaysian English Textbooks
Author: Khojasteh, Laleh
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Computational Linguistics,Grammar,English (Second Language),Second Language Learning,Verbs,Second Language Instruction,Content Analysis,Language Usage,Material Development,Intuition,Teaching Methods

Using corpus approach, over the past two decades, a growing number of researchers started to blame textbooks for neglecting important information on the use of grammatical structures in real language use and provided ample information about the mismatch between language used in textbooks and real language in use. Likewise, the prescribed Malaysian English textbooks used in schools are reportedly prepared through a process of material development that involves intuition and assumption. Hence, a corpus-based study was adopted here to allow the researchers to identify modal auxiliary verbs' order and ranking in both whole text-types and spoken text-type of five Malaysian English language textbooks. This study has revealed that for almost all of the modal auxiliaries, there is a discrepancy between frequency order in the textbook corpus and the three major reference corpora. The findings of this study also show that the currently used pedagogical language in Malaysian textbooks is mainly based on written rather than spoken English. This study does not suggest making drastic changes in the Malaysian textbooks in order to create a textbook that mirrors exactly the language used by native speakers. However, the most salient facts reflected from natural language corpora should not be ignored in the textbooks.
Arguing in L2: Discourse Structure and Textual Metadiscourse in Philippine Newspaper Editorials
Author: Tarrayo, Veronico N.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Newspapers,English (Second Language),Second Language Learning,Form Classes (Languages),Definitions,Content Analysis,Language Styles,Classification,Computational Linguistics

This study described the discourse structure and textual metadiscourse in newspaper editorials in the Philippines where English is used as a second language or L2. Specifically, it sought answers to the following questions: (1) What discourse features characterize the structure of the following parts of Philippine newspaper editorials--orientation block, exposition block, and summation block?; and (2) What textual metadiscourse strategies exist in the newspaper editorials--connectors and code glosses? Data examined were the 24 newspaper editorials published in 2010 by two leading Philippine broadsheets, namely, Philippine Daily Inquirer and The Philippine Star. Frequency and percentage counts were utilized in the analysis. Findings revealed that the discourse structure of Philippine newspaper editorials followed the two-move pattern in the orientation, exposition, and summation blocks. With regard to the steps used, the orientation block frequently employed the general statement and elaboration steps. The exposition block, in addition, relied more on the use of specific statements. The summation block, on the other hand, commonly used the conclusion and evaluation steps. Regarding the use of connectors, Philippine newspaper editorials were built more on the additive relation, using a progressive or accumulative strategy. In addition, the genre examined used more simple connectors, such as the additive and, or, and also, adversative but and yet, and causal because and so. In terms of code glosses, editorialists seemed to use more parenthetical definitions to provide adequate clarifications and exemplifications in the proposition or content.
Using Clickers to Enhance Student Learning in Mathematics
Author: Wang, Ye
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Audience Response Systems,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Special Education,English Language Learners,Geometry,High School Students,Secondary School Mathematics,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Summative Evaluation,Observation,Tests,Scores,Instructional Effectiveness,Student Participation,Grades (Scholastic)

The purpose of this study was to determine how to integrate technology into mathematics classes using clickers in the high school setting. The ability to integrate technology into instruction is a current requirement for mathematics teachers in the United States; however, students have been traditionally taught to solve equations using pencils and paper. In addition to leveraging an understanding of the impact that using interactive Student Response System (SRS) have in helping students learn mathematics, this study also aimed to examine its effect on Special Education and English Language Learner (ELL) student learning outcome. 47 high school students who were enrolled in Geometry class were selected to participate in this study. Pre-tests and post-tests were conducted with both the trial and contrast groups of the study. The trial group contained all of the students in one period of Geometry class in which clickers were integrated into the classroom instruction. The contrast group contained all of the students in the same subject as the trial group but did not use clickers. The key elements of the study included having the technology available to the trial group throughout the entire learning process, having consistent participant groups, and having equal access to the materials presented to both groups. Based on the summative and informal assessment test scores, completion rates of class work and the teacher's observations, the research team concluded that for the students in the trial group, the use of clickers did improve the student learning outcome and class participation in mathematics compared to the contrast group. The test scores of Special Education and ELL students in both groups were also assessed for the clickers' impact on these students' learning. The results showed that the use of clickers had a positive impact as these students gained better test scores. These results align with the current research regarding technology integration in mathematics. Factors affecting the effective integration of technology such as teachers' use of clickers, types of questions teachers should ask and depth of technology integration will be discussed.
Alignment of Teacher-Developed Curricula and National Standards in Qatar's National Education Reform
Author: Nasser, Ramzi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Teacher Role,Alignment (Education),National Standards,Teacher Developed Materials,Questionnaires,Teacher Attitudes,Surveys,Educational Objectives,Semitic Languages,English (Second Language),Mathematics Instruction,Science Instruction,Second Language Instruction,Evaluation Methods,Teacher Responsibility,Faculty Workload,Elementary School Teachers,Semi Structured Interviews,Grade 4,Lesson Plans,Planning

This study investigated the degree to which teacher developed curriculum was aligned with the national standards in Qatar. Three sources of data included teacher response to a questionnaire, teacher interviews and expert rating of the alignment of teacher-developed materials with curriculum standards. A survey and interview questions measured teacher roles and methods in developing the curriculum. Expert ratings measured the degree of alignment of objectives, activities, lesson elements and assessment with the standards. Results indicated that the objectives of units and lessons in each of the four subject areas Arabic, English, mathematics and science, closely aligned with tasks and artifacts. These elements of instruction also showed satisfactory alignment in terms of content, scope, developmental level, and cognitive level with the standards. Assessments, however, showed a serious lack of alignment with the standards in terms of scope and developmental level, especially in the cognitive level alignments in each of the four subject areas. Teachers also reported that developing curriculum, in addition to other school related activities, has generally overloaded teachers. This study has significance in terms of professional development needs and policy decisions in Qatar and similar contexts, especially those engaged in education reform.
Social Problems of Modern Russian Higher Education: The Example of Corruption
Author: Fursova, Valentina
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Ethics,Social Problems,Cheating,Deception,Antisocial Behavior,Crime,Teacher Salaries,Social Status,Social Attitudes,Educational Attitudes,Educational Change,Privatization,Educational Quality

Higher education is an essential element in developing a country's innovative potential, and this has been recognised as such by politicians and those who work in the industry. However, one of the blights of contemporary Russian society, corruption threatens the potential of the next generation. Corruption has permeated all levels of society, including the education sector. It is having a profound effect and is replicating the physical and psychological conditions. This article details the scale and nature of corruption in higher education in Russia, and offers some insight into the various proposals that seek to change the situation for the better.
An Analysis of Minimum Service Standards (MSS) in Basic Education: A Case Study at Magelang Municipality, Central Java, Indonesia
Author: Haryati, Sri
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Educational Assessment,Educational Indicators,Benchmarking,Teacher Qualifications,Educational Facilities,Middle Schools,Elementary Schools,School Based Management,Delivery Systems,National Standards,Questionnaires,Principals,Administrator Attitudes,Program Implementation,Fidelity,Access to Education,Class Size,Teacher Student Ratio,Administrator Qualifications,Supervisor Qualifications,Textbooks,Enrichment Activities,Budgeting,Prediction,Educational Policy,Educational Practices,Compulsory Education,Municipalities,Foreign Countries,Resource Allocation

The study aims at analyzing the achievement of Minimum Service Standards (MSS) in Basic Education through a case study at Magelang Municipality. The findings shall be used as a starting point to predict the needs to meet MMS by 2015 and to provide strategies for achievement. Both primary and secondary data were used in the study investigating the gap between the real achievements and the standards as set out in MMS in terms of the number of schools and classrooms, support facilities, teachers, education staff, including books and teaching media. A little bit of non-personnel budgeting was also observed to be matched with the standards as set out by Education Ministry No. 69/2009. It turned out that classrooms and teachers outnumbered in Magelang with reference to the distribution of students and teachers according to national MMS even seemingly a waste of money. Teachers were abundant 2010 and would remain as such in 2015. Classrooms for Elementary Schools would be sufficient up to 2015, and six additional classrooms would be needed for Junior High Schools. However teachers' qualifications were far from fulfilling MMS including the school principals. There lacked support facilities including books and teaching media. Meanwhile non-personnel budgets were low including allocation of funds for school supplies. Therefore, it is high time that City Government prioritized 9-year-obligatory education by redistribution of students and teachers, improvement of teachers' qualifications, upgrade of school facilities in accordance with MMS and improved efficiency of school budgets.
Students' Perception on Entrepreneurship Education: The Case of Universiti Malaysia Perlis
Author: Nian, Teh Yi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Business Administration Education,College Students,Student Attitudes,Positive Attitudes,Teaching Methods,Student Evaluation,Evaluation Methods,Tests,Student Projects,Student Surveys,Likert Scales,Statistical Analysis,Questionnaires

Entrepreneurship education plays an important role in developing entrepreneurs. The entrepreneurship knowledge and skills have vital contribution to economic growth. This study aims to investigate the practice of entrepreneurship education in University Malaysia Perlis and perception of students on entrepreneurship education. Primary data are collected to reveal students' perceptions toward entrepreneurship education, for example the teaching method and their desired entrepreneurship skills. The results show that the performance of entrepreneurship education in University Malaysia Perlis was favorable and recognized by students. The results also include the preferred teaching method and assessment methods of students. The findings of this study will contribute to the further research in the area of entrepreneurship education and provide useful information for higher learning institutions in Malaysia to improve their entrepreneurship education curricula and practices.
A Guideline of Using Case Method in Software Engineering Courses
Author: Zainal, Dzulaiha Aryanee Putri
Date: 2014-00-00
Type: Journal Articles
Subjects: Guidelines,Case Method (Teaching Technique),Engineering Education,Computer Software,Teaching Methods,Educational Practices,Educational Strategies,Performance Factors,Qualitative Research,Delivery Systems,Questionnaires,Student Surveys,Undergraduate Students,Semi Structured Interviews,Teacher Characteristics,Teacher Background,Student Characteristics,Vignettes,Educational Environment,Curriculum Implementation,Program Validation,Teaching Guides,Foreign Countries

Software Engineering (SE) education has been reported to fall short in producing high quality software engineers. In seeking alternative solutions, Case Method (CM) is regarded as having potential to solve the issue. CM is a teaching and learning (T&amp;L) method that has been found to be effective in Social Science education. In principle, instructors should be guided appropriately in order to adopt CM in T&amp;L. SE education however lacks of such guidelines. This paper addresses this concern by identifying the factors and their corresponding elements and conditions that contribute to the effective use of CM in T&amp;L SE courses. The factors, elements and conditions were then collated as a framework in the form of a guideline. The factors, elements and conditions were gathered through a series of studies, namely a theoretical study, two surveys and two expert reviews. The theoretical study involved reviewing previous research, while the surveys were performed with five groups of students who experienced CM in learning SE courses. The students were from various education and work backgrounds. Two types of survey instruments were employed, which are questionnaire and group interviews. To form the guideline, the gathered data were analysed qualitatively using contents analysis. The guideline was then validated by two experts through expert reviews. There are four main factors that constitute the guideline of using CM in T&amp;L SE courses: Case, Instructor, Student and Infrastructure. Each factor has its corresponding elements and conditions. The guideline is useful for SE instructors to adopt CM in T&amp;L SE courses at their institutions.
Causes of Problems in Learning English as a Second Language as Perceived by Higher Secondary Students
Author: Raja, B. William Dharma
Date: 2011-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,English (Second Language),Second Language Learning,Statistical Analysis,Indians,Foreign Countries,Newspapers,Learning Problems,Gender Differences,Rural Urban Differences,Reading Habits,Listening Comprehension,Educational Environment,Teacher Competencies,News Reporting,School Location,Second Language Instruction,Language Teachers

English as a second language (ESL) becomes inseparable and unavoidable in Indian Education system. To learn a second language, a physical, intellectual and emotional involvement is needed to successfully send and interpret linguistic messages. This study is an analysis of some causes of the problems in learning ESL. The objectives of the study were to find out the leading cause of the problems in learning ESL; to find out whether there was any significant difference in the causes of problems faced by the students on the bases of different attributive variables such as sex, locality, habit of reading English dailies and habit of listening to English news. The methodology employed in gathering information was a survey method. SeWi's Scale on Causes of Problems in Learning ESL, prepared by the authors, consisting of 59 statements, was used as tool. The sample comprised 400 students covering 207 boys and 193 girls. The collected data were treated using mean, t test and ANOVA. The result of this study indicated that the Environment was the leading cause for the problems in learning ESL. Comparing to girls, boys perceived more problems. Another major finding was that rural students perceived more problems than urban students. Lack of reading habit and listening tends to confront several problems in learning ESL. Recommendations in the light of findings are also discussed in this article.
Religiousity, Spirituality and Adolescents' Self-Adjustment
Author: Japar, Muhammad
Date: 2014-00-00
Type: Journal Articles
Subjects: Religion,Religious Factors,Spiritual Development,Adolescents,Adjustment (to Environment),Correlation,Statistical Analysis,Junior High School Students,Foreign Countries,Questionnaires,Gender Differences,Regression (Statistics),Hypothesis Testing

Religiuosity, spirituality, and adolescents' self-adjustment. The objective of this study is to test the correlation among religiosity, spirituality and adolescents' self-adjustment. A quantitative approach was employed in this study. Data were collected from 476 junior high schools students of 13 State Junior High Schools and one Junior High School Muhammadiyah in Magelang city. Data were collected using religiosity, spirituality and adolescents' self-adjustment questionnaires. The results of this research showed that there is a significant correlation between religiuosity, spirituality, and adolescents' self-adjustment and there are some differences between male and female adolescents' self-adjustment.