ethanporcaro/eric-fulltext-meta huggingface dataset:
EFL Teachers' and Learners' Perceptions of Grammatical Difficulties
Author: Alhaysony, Maha
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Grammar,English (Second Language),Second Language Instruction,Semi Structured Interviews,Questionnaires,College Faculty,Difficulty Level,Statistical Analysis,Undergraduate Students

This paper investigates grammatical difficulty from the perspective of Saudi university students, of EFL as well as from the perspective of university teachers. It aims to find out which English grammar features are more difficult/less difficult than others. Furthermore, it attempts to determine the reasons and causes that account for such grammar difficulty. Questionnaires and semi-structured interviews were the two research instruments used in this study. A total number of 103 students and 85 university teachers took part in the questionnaire, while only 20 teachers and 25 students responded in the interview. All the participants were from Aljouf University (males and females). The results showed that some English grammar features were more difficult and some were less difficult than others. The obtained difficulty order determined by EFL learners and the one obtained by the teachers' perceptions were compared. Some similarities and differences were found to exist in the rank order of the features for the two groups. The findings of the study may be beneficial to syllabus designers, material developers, teachers and EFL learners.
The Usefulness of Automatic Speech Recognition (ASR) Eyespeak Software in Improving Iraqi EFL Students' Pronunciation
Author: Sidgi, Lina Fathi Sidig
Date: 2017-02-00
Type: Journal Articles
Subjects: Computer Software,English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation Instruction,Teaching Methods,Instructional Effectiveness,Foreign Countries,Native Language,Semitic Languages,College Freshmen,Questionnaires,Student Attitudes,Pronunciation,Computer Assisted Instruction

The present study focuses on determining whether automatic speech recognition (ASR) technology is reliable for improving English pronunciation to Iraqi EFL students. Non-native learners of English are generally concerned about improving their pronunciation skills, and Iraqi students face difficulties in pronouncing English sounds that are not found in their native language (Arabic). This study is concerned with ASR and its effectiveness in overcoming this difficulty. The data were obtained from twenty participants randomly selected from first-year college students at Al-Turath University College from the Department of English in Baghdad-Iraq. The students had participated in a two month pronunciation instruction course using ASR Eyespeak software. At the end of the pronunciation instruction course using ASR Eyespeak software, the students completed a questionnaire to get their opinions about the usefulness of the ASR Eyespeak in improving their pronunciation. The findings of the study revealed that the students found ASR Eyespeak software very useful in improving their pronunciation and helping them realise their pronunciation mistakes. They also reported that learning pronunciation with ASR Eyespeak enjoyable.
Investigating Responses to Compliments by Brazilian Portuguese Speaking EFL Learners: A Contrastive Analysis
Author: de Lima Zanella, Marisa
Date: 2017-02-00
Type: Journal Articles
Subjects: Portuguese,Contrastive Linguistics,North American English,Language Variation,Speech Acts,Pragmatics,Foreign Countries,Student Attitudes,English (Second Language),Second Language Learning,Private Schools,Qualitative Research,Second Language Instruction,Case Studies,Questionnaires,High School Students

This paper reports a study on politeness strategies of Brazilian Portuguese speakers and American English speakers regarding their responses to compliments. The aim of this research is to gain an insight into the politeness characteristics of Brazilian Portuguese speakers by analyzing how Brazilian students react when receiving compliments. It also aims to investigate how politeness from Brazilian Portuguese speakers differs from politeness of American English speakers when receiving compliments. The population for this research consists of 12 students with intermediate and upper-intermediate levels of EFL from the &quot;Cooperative de Trabalho Magna,&quot; a private school in Brazil. The study followed a descriptive and interpretive qualitative research method, where 133 answers were analyzed and then contrasted with Chen's (1993) study of politeness strategies between American English and Chinese speakers. This study shows that, unlike American English speakers, Brazilian Portuguese speakers need to justify and give reasons for the compliment received.
The Implementation and Results of the Academic Administration System in the Center for Education Quality Development Network under the Jurisdiction of the Office of the Basic Education Commission of Thailand
Author: Ruanglae, Phumiphat
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Program Implementation,Systems Development,Educational Administration,Needs Assessment,Guidelines,Educational Indicators,Program Design,Audits (Verification),Foreign Countries

This purpose of this study was twofold. The researcher aimed to investigate the implementation results of the academic administration system in the Center for Education Quality Development Network under the jurisdiction of the Office of the Basic Education Commission of Thailand and to design the Actions Research which can be effectively utilized in academic administration. The system involved 5 steps including: 1) investigating the current situation, problems and development needs; 2) creating development guidelines; 3) identifying success indicators; 4) identifying development procedures; and 5) reflecting performance. When the system had been implemented in the 6th Center for Education Quality Development Network with 16 schools in Nahaew district, it was found that the result of key success indicator assessment had the overall average at the moderate level. When each aspect being considered individually, it was found that the part with respect to students had most of the success indicators followed by the part pertaining to the internal quality assurance. The part with fewest success indicators was the participatory administration. Regarding the assessment of user's satisfaction after the system implementation, it was rated, as a whole, at the high level.
The Development of a Model for Creative Writing Instruction for Mattayomsuksa Three Students (Grade 9)
Author: Chaiyadejkamjorn, Natsuchawirang
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Writing,Writing Instruction,Grade 9,Teaching Methods,Planning,Perception,Performance,Learning Processes,Educational Quality,Models,Student Attitudes,Rural Schools,Thai,Learning Theories,Educational Objectives,Social Influences

The research aimed to construct an instructional model for creative writing for Mattayomsueksa Three students (Grade 9), to develop the model according to a criterion of 80/80, and to examine the results of the model in use. The research methodology consisted of three phases: phase one studied the current states, problems and needs for teaching and learning Thai language; phase two constructed a model for creative-writing instruction; phase three explored the results of the model in use. The 83 samples were Mattayomsueksa Three students of Suranarai School, Mabkradvidaya School, Don Numsai School and Ban Koksawai School under the jurisdiction of the Office of Nakorn Ratchasima Primary Education Service Area 5 in the second semester of the academic year 2014. The subjects were derived by a multicluster random sampling. The research findings were as follows: 1) The instructional model for creative writing was composed of six components: principles and basic concepts and theories, objectives, teaching steps, social system, principles of response, and support system. Teaching consisted of five steps: P1 (Planning), 2) P2 (Perception), 3) P3 (Performing), 4) P4 (Processing), 5) P5 (Production). Quality was at the highest level (X = 4.94); 2) The model for creative-writing instruction for Mattayomsueksa Three students as developed by the researcher had an efficiency equivalent to 81.17/80.26, which was higher than the set criterion of 80/80; and 3) The results of the use of the model were as follows: 3.1) Mattayomsueksa Three students who learned via the creative-writing model had a higher ability at a statistical significance of 0.05. 3.2) The students of Suranarai School, Mabkradvidaya School, Don Namsai School and Koksawai had a satisfaction with the model in the study at 4.78, 4.70, 4.72, and 4.69 respectively.
The Efficacy of Arabic Version of the Developmental Assessment of Young Children Second Edition (DAYC-2) Scale in Detecting Developmental Delay among Jordanian Children Aged Birth to 71 Months
Author: Saleh, Rawan M. Abu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semitic Languages,Test Construction,Developmental Delays,Infants,Young Children,Screening Tests,Test Validity,Test Reliability,Statistical Analysis,Age Differences,Psychometrics,Symptoms (Individual Disorders)

This study aimed to assess the efficacy of the developmental assessment of young children second edition (DAYC-2) Scale in detecting Developmental Delay among Jordanian children aged birth to 71 months. Firstly, the scale was translated and reviewed for language and cultural appropriateness. Secondly, the Arabic Jordanian version of the scale was administrated to children diagnosed as developmental delay aged from birth to 48 months in the neurodevelopmental pediatric clinic in Jordan university hospital, and on children aged 48 to 71 months who were diagnosed as developmental delay in special education centers in Capital Amman. The scale was administrated also to normal development children aged 0 to 71 months who visited the Institute for family health--Noor al Hussein foundation and attended preschools in Capital Amman. Total of 310 children aged (0-71 months) were enrolled. Construct validity and discriminative validity were verified. Reliability was established through computing Kuder-Richardson Formula 20 (KR-20), test-retest, split half test methods.t-test showed that the scale discriminates between normally developed and developmentally delayed children. One-way ANOVA showed that age has significant effect on the performance of children favoring older age groups using Scheffé multiple comparisons test. Item efficacy was determined by calculating point-biserial correlation coefficients for all items in each domain. The results showed that the scale had good psychometric properties and was capable of detecting developmental delay in children aged from birth to 71 months in Jordan.
Teacher Professionalism: Analysis of Professionalism Phases
Author: Wardoyo, Cipto
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professionalism,Collegiality,Teacher Evaluation,Faculty Development,Teacher Competencies,Job Performance,Regression (Statistics),Questionnaires,Observation,Correlation,Likert Scales,Statistical Analysis

Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence, and professional competence. Hargreaves (2000) captured and fragmented the pattern of professionalism development through four phases. This study, a perception study, observed 100 teachers to draw the pattern of teacher professionalism, particularly in Tulungagung and Blitar District, East-Java, Indonesia based on Hargreaves professionalism phases. The results of this study identify that the likelihood phase of teacher professionalism in Indonesia is in collegial phase. Additionally, the criteria of professionalism enhancement reflect the professionalism development based on professionalism ages by Hargreaves (2000). Further, we observe the likelihood of professionalization become an influential factor of professionalism development. The results indicate that every phase captured the right pattern of professionalism development.
Studying the Effectiveness of Combination Therapy (Based on Executive Function and Sensory Integration) Child-Centered on the Symptoms of Attention Deficit/hyperactivity Disorder (ADHD)
Author: Salami, Fatemeh
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Grade 1,Grade 2,Grade 3,Elementary School Students,Foreign Countries,Attention Deficit Hyperactivity Disorder,Randomized Controlled Trials,Executive Function,Sensory Integration,Program Effectiveness,Pretests Posttests,Therapy,Questionnaires,Parent Attitudes,Screening Tests,Symptoms (Individual Disorders)

The aim of the present study is to examine the effectiveness of combination therapy based on executive function and sensory integration child-centered on ADHD. For this purpose, from among all first, second and third grade primary school students in Shiraz, 40 children were selected. The selected students were randomly assigned in two groups of experimental (n = 20) and control group (n = 20) by random method through internet call from Education site, and by Clinical Interview, implementation of CSI-4 parent form, and according to the criteria for entry and after matching. Combination therapy based on executive function and sensory integration includes 24 sessions of an hour and a half, in groups of five in four groups of children that was held three times a week. Pre-test and post-test in both groups was performed using CSI-4 parent form. Data obtained were analyzed using analysis of covariance and SPSS software. The results showed that combination therapy based on executive function and sensory integration child-centered reduces attention deficit and hyperactivity.
Strengthening the Creative Transformational Leadership of Primary School Teachers
Author: Kallapadee, Yadapak
Date: 2017-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Elementary School Teachers,Foreign Countries,Creativity,Research and Development,Creative Teaching,Likert Scales,Questionnaires

This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen creative transformational leadership of primary school teachers; 4) study the results of implementing the strengthening of the creative transformational leadership program of primary school teachers. The research instruments are comprised of: 1) a form for evaluation components and indicators of creative transformational leadership; 2) a questionnaire for the existing situation and the desirable situation; 3) a form for the assessment of the program to strengthen the creative transformational leadership of primary school teachers; 4) a form for evaluating the results of implementing creative transformational leadership; 5) a test of creative transformational leadership. The research found that: The creative transformational leadership of primary school teachers has 5 elements and 16 indicators, including 1) the vision, 2) the intellectual stimulation 3) creativity, 4) inspirational motivation, 5) flexibility. The results of the study of the existing situation and the desirable situation of creative transformational leadership of primary school teachers showed at practice level every dimension and at overall were high. The study result of how to strengthen creative transformational leadership indicates coaching and mentoring levels were at high. Developed programs to strengthen creative transformational leadership of primary school teachers consisted of 5 modules: 1) the vision which covers three indicators, namely, picture mind, challenge and goal, 2) the intellectual stimulation which covers three indicators, namely, promotion of wisdom use, rationality and the ability to solve problems, 3) creativity which covers four indicators, namely, the initiative idea, the flexibility of thinking, fluency of and the quality of thinking, 4) inspirational motivation which covers three indicators, namely, confidence, concentration in action, hope for success, 5) flexibility of thought which covers three indicators, namely, adaptation according to the situation, adaptation to problem solution and action ability in several dimensions. The second program was guideline-applied coaching and mentoring processes. The results of the study found significant difference between before and after use of the strengthening in that the level after use was higher than before using every module (p-value&lt; 0.05).
English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders
Author: Gursoy, Esim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Educational Policy,Educational Change,Stakeholders,Language Teachers,Teacher Attitudes,Student Teacher Attitudes,Comparative Analysis,Time Factors (Learning),Questionnaires,Teaching Methods,Statistical Analysis

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.
How Taiwanese Preschool Educators View Play and Apply It in Their Teaching
Author: Tsai, Chia-Yen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Play,Teaching Methods,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Learning Activities,Observation,Child Development,Games

In this research I investigated the views preschool educators in Taiwan on play and the role of play in the curriculum. Adopting a qualitative methodology, I conducted semi-structured interviews with 11 educators at preschools affiliated with elementary schools. The results indicate that preschool educators generally agree that, in addition to being a source of happiness for children, play also promotes learning and development. Thus play is seen as a meaningful learning activity which has a unique and valuable role in the preschool curriculum. However, the findings also indicate that participants need to give more attention to observing and understanding their children's abilities, interests, and developmental stages, so as to adopt a suitable role in various types of play and find the optimal balance between play and structured learning.
Paying for School Choice: Availability Differences among Local Education Markets
Author: Lee, Jin
Date: 2016-00-00
Type: Journal Articles
Subjects: School Choice,Metropolitan Areas,Access to Education,Educational Legislation,Federal Legislation,Public Schools,Geographic Distribution,Case Studies,Elementary Schools,Disadvantaged Schools

In the context of school zone discontinuity based on parents' educational level, housing price, and household income, empowering parents to choose children's schools with their own hands has the potential to improve overall access to education by weakening geographical advantages or disadvantages and opening up invisible boundaries between communities. Though recent school choice proposals seem aligned with access to education, little research has paid attention to potential access to and actual utilization of the federal government-initiated choice program in competitive markets. This paper, by representing the geographic distribution of choice availability in a segregated metropolitan area, explores whether or not the markets for the public school choice provision under the No Child Left Behind Act of 2001 are ready to serve students at chronically underperforming schools. This study finds that the public school choice provision under the NCLB constructs unequal choice settings between school districts.
An Analysis of the 2013 Program Evaluation Proposals for the School Leadership Preparation Program
Author: Sanzo, Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Evaluation,Program Proposals,Leadership Training,Administrator Education,Content Analysis,Grants,Evaluation Methods,Research Tools,Data Analysis,Data Collection,Evaluators,Measurement Objectives,Ambiguity (Context),Research Needs,Research Methodology,Research Design

This article presents a content analysis of the 2013 School Leadership Program (SLP) grants. SLP projects provide a unique opportunity for participants in the field to explore innovative leadership preparation and development and their impact on program participants, schools, school districts, and students. The article begins with an overview of the SLP, the changing field of leadership preparation, and current research in the field. Findings then reveal a range of evaluation tools, methods, and data, the presence of myriad evaluators participating in the projects, and little focus on external dissemination of program evaluation methods beyond the scope of the projects. Suggestions for research to extend the field are provided.
Secondary School Department Chairs Leading Successful Change
Author: Gaubatz, Julie Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary Schools,Department Heads,Educational Change,Case Studies,Leadership,Behavior,Interviews,Content Analysis,Models,Behavior Patterns

A foundational understanding within education leadership literature is that education leaders are expected to guide reform efforts within school. This expectation mirrors organizational development literature that describes leaders as individuals who constructively institute change within their organizations. Although leadership and change are portrayed as codependent, no scholarship has linked change models with leadership theories. This article describes a multiple case study that explored the relationship between leadership behaviors and the change process through secondary school department chair stories of change. From this analysis, a clearer picture emerged that illustrates how leaders with little control over decisions implement change. Findings included distinct connections between CREATER change process stages and the Leadership Grid. Suggestions as to how education leaders should approach change attempts within their schools are discussed.