ethanporcaro/eric-fulltext-meta huggingface dataset:
Indirectness Markers in Korean and Persian English Essays: Implications for Teaching Writing to EFL Learners
Author: Rillo, Richard M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Writing Instruction,Essays,Writing (Composition),Foreign Countries,Discourse Analysis,Writing Strategies,Contrastive Linguistics,Cultural Influences,Literary Styles,College Freshmen

This study investigated and analyzed the prevalence and presence of indirectness markers in Korean and Persian English Essays. The researchers analyzed the prevalence of the indirectness markers as a set of politeness strategies employed by the Korean and Persian university bound students in their English compositions. Furthermore, the researchers espoused the Politeness Strategies Theory proposed by Brown and Levinson as framework in the analysis of the indirectness markers in the texts. In the analysis of the English essays, it was found out that there were seven (7) categories of indirectness markers evident in the essays. The Persian English writers displayed a noticeable evidence of repetition and vagueness and ambiguity in their essays while the Korean counterparts on point-of-view distancing. The presence of these indirectness markers in their writing are attributed to socio-cultural factors, such as Persians have the tendency to be literary in their writing while the Koreans, prose-oriented resulting to lengthy descriptive accounts and indirectness. The results and findings of the study could be beneficial to English writing pedagogy in an English as Second Language (ESL) context.
Jacob Bronowski and a Post-Metaphysical Science for Education
Author: Toscano, Maurizio
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Science Education,Philosophy,Scientific Principles,Imagination

The claim that science education is better served by a conception of science that moves beyond metaphysical pre-suppositions is moot without a plausible candidate for such a post-metaphysical rendering of science. This paper takes Jacob Bronowski's philosophy of science as such a candidate and evaluates both the degree to which it is post-metaphysical and the extent to which it can be applied to re-imagining science education. The evaluation of Bronowski's ideas is undertaken within a philosophical framework that combines the related approaches to metaphysics of several contemporary philosophers. Specifically, the paper draws upon Bruno Latour's framework for describing the dualistic attributes scientists give to Nature, relating these dualisms in turn to the bifurcation that Iain Thomson sees as definitive of Heidegger's ontotheological rendering of metaphysics. Finally, it connects both these interpretations of metaphysics to Mark Wrathall's six theses concerning the metaphysics of truth. This paper shows that the strong anti-dualist stance in Bronowski's work makes possible a better integration of the dual aspects that Latour describes. Furthermore, Bronowski's emphasis on the role of the scientific imagination softens any charge of strict adherence to Wrathall's theses. While his view of science promises to overcome many of the limitations of contemporary positivist renderings of science education, Bronowski's notion of stratified stability, in combination with his valorising of human progress, risks re-introducing some unwelcome metaphysical assumptions.
Indicators of Parent Attitude and Behavior towards Education--The Case of Australia and Germany
Author: Doecke, Esther
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Parent Attitudes,Educational Attitudes,Educational Opportunities,Outcomes of Education,Parent Student Relationship,Elementary Secondary Education,Achievement Tests,International Assessment,Secondary School Students,Elementary School Students

This paper looks at the Australian and German education systems using three key indicators - structures of educational opportunity, educational outcomes and the attitudes and behaviors of parents. The study is designed with the view that comparative research, which explores shared and unique system characteristics, underpins better explanations and in turn better research and policy. The third indicator concerning the importance of parent perceptions of education and their use of strategies to gain educational advantage is often overlooked in comparative research. Preliminary findings show that through the increased use of strategies such as tutoring and private school enrolment, German and Australian families do not perceive that their education system is delivering enough. An education system performs better when families have high levels of trust and confidence in the educational opportunities and outcomes available for their children.
The Synergy of Science and English Language Arts: Means and Mutual Benefits of Integration. Evaluation Report #2
Author: Tyler, Burr
Date: 2017-10-00
Type: Reports - Research
Subjects: Integrated Activities,Science Instruction,English Instruction,Language Arts,National Standards,Academic Standards,Elementary School Teachers,Middle School Teachers,Time Management,Educational Benefits,Elementary School Students,Middle School Students,Kindergarten,Grade 3,Grade 7,Writing Across the Curriculum,Grade 1,Grade 2,Grade 6

NGSS Early Implementers is a four-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement Next Generation Science Standards. The Initiative focuses on NGSS implementation in grades K-8 and incorporates the integrated course model (preferred by the California State Board of Education) for middle school. This evaluation report discusses the integration of science and English language arts (ELA) in the school districts. Intended for school, state, and district leaders, the report addresses the following questions: (1) How much time are teachers spending on integrating science and ELA?; (2) What does integration look like in classrooms?; (3) How are students benefitting?; (4) How is the Initiative empowering teachers to integrate these subjects?; and (5) What are recommendations for administrators to support integration of science and ELA? Key findings after three years of the Initiative include: (1) About half of elementary and middle school teachers now teach 60 minutes or more per week of science integrated with ELA; (2) Five ELA standards are now being addressed in science by 62 to 93 percent of teachers, and, across the Initiative, all Common Core State Standards-ELA are being addressed in science by at least some percentage of the Initiative's teachers; (3) Teachers use tools and strategies promoting both ELA and science learning, including using the 5E instructional model to scaffold lessons; helping students make sense of science through writing in notebooks; and using Claims, Evidence, and Reasoning (CER) and questioning strategies; and (4) To support integration, administrators at a minimum need to endorse counting integrated science-ELA instruction as some part of required ELA instructional time.
Administrators Matter in NGSS Implementation: How School and District Leaders Are Making Science Happen. Evaluation Report #3
Author: Iveland, Ashley
Date: 2017-11-00
Type: Reports - Research
Subjects: Academic Standards,Science Education,Program Implementation,State Standards,School Districts,Charter Schools,Administrator Role,Transformational Leadership,Science Instruction,Teacher Collaboration,Teacher Administrator Relationship,Interdisciplinary Approach,Integrated Curriculum,Faculty Development

NGSS Early Implementers is a four-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K-12 Alliance, implement the Next Generation Science Standards (NGSS). This evaluation report describes how site and district administrators are making critical contributions to the implementation of the NGSS. Intended for administrators and state education leaders, this report illustrates how: (1) Administrators are advancing NGSS implementation in their schools and districts; (2) Teachers are benefitting from administrators' support; and (3) The Initiative is empowering administrators' efforts. The report also describes how the Initiative is providing substantial professional learning and assistance for administrators and empowering them to advocate and actively support their teachers' NGSS implementation. The report concludes with four recommendations for NGSS implementation at the site and district levels, including: (1) Communicating that science is a priority school subject; (2) Giving teachers flexibility to try the substantially new science instruction of NGSS, including some freedom to integrate science and other school subjects; (3) Increasing both teacher-to-teacher and teacher-with-administrator collaboration around teaching science; and (4) Providing resources for science instruction.
The Growing Importance and Reliance on International Students in New Zealand Universities: A Looming Crisis
Author: Meur, Dave
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Students,Foreign Countries,College Choice,Study Abroad,Educational Benefits,English (Second Language),Second Language Learning,Graduate Students,Undergraduate Students,Higher Education,Decision Making,Safety,Fees,Educational Planning,Universities,Barriers,College Administration,Student Diversity,International Education,Educational Finance

Education, and especially tertiary education, is vital for people preparing for the workforce. Students have a range of choices for higher education, from domestic tertiary institutions to the option of studying overseas. A number of factors influence this choice, such as the perceived benefits of living in an English speaking country and the prestige of gaining an international qualification. New Zealand is a popular destination for many students. They expect a friendly, safe and culturally tolerant society, and to a large extent their expectations are met. In 2012, the New Zealand government tightened the eligibility for allowances for domestic undergraduate students and eliminated them for domestic post graduate study. As a result the number of domestic enrolments in tertiary education has reduced. This has been balanced by an increasing number of international students coming to New Zealand. However, many educational institutions are becoming dependent on the fees of international students. This research examines the current state of the international student market in New Zealand. Additionally, the urgency of planning for any sudden reduction in the numbers of international students is highlighted and conclusions about how these institutions can best plan for survival should the international student market bubble burst.
Out of Sight, Out of Mind? Bringing Indigenous Parent-Boarding School Communication to Light
Author: Benveniste, Tessa
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Populations,Parents,Boarding Schools,Organizational Communication,Foreign Countries,Parent Participation,Parent School Relationship,Barriers,Outcomes of Education

Despite numerous reviews, strategies and programs, Aboriginal and Torres Strait Islander students still have lower academic achievement levels than non-Indigenous Australian students (as measured by NAPLAN). Educational research suggests that parental involvement in their children's education significantly contributes to improved academic, social, personal and professional outcomes for students, parents, and educators alike. However, many Aboriginal and Torres Strait Islander students from remote and very remote communities are educated at boarding schools or colleges in larger cities or regional areas, with a recent push to expand this. The limited ability for parental involvement for such students has largely been ignored, yet requires detailed consideration. The purpose of this paper is to highlight this need by defining and exploring the barriers to, and potential improvements for, parental involvement and the role of parent-school communication in educational outcomes. The paper is written as part of a PhD research project that considers the importance of cultural and educational contexts in parental involvement and communication, especially for Aboriginal and Torres Strait Islander families.
A Survey of Educators Regarding Students with Photosensitivity and Digital Media
Author: Sproul, Janene
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Sensory Experience,Light,Visual Stimuli,Educational Environment,Knowledge Level,Teacher Attitudes,Self Efficacy

Photosensitivity is a medically recognized and documented spectrum disorder, but little known by Australian educators. Australian educators use digital media as part of contemporary classroom practice, but for students who are visually photosensitive, this learning experience can adversely affect their cognitive ability, behaviour and even stimulate physical responses such as nausea and migraine. From an online survey of 61 Australian educators, 43 completed the sections on digital media use, knowledge level and confidence. Of these 43, 21 (49%) professed no knowledge of visual photosensitivity and 17 (40%) had little or no confidence in teaching students with visual photosensitivity. The survey showed educator's preferred mode of information distribution regarding inclusive education amendments was by professional development by medical personnel. However, a small group were asked by interview and all replied with reliance on 'Google'. For 17 of the 43 educators (40%) digital media is utilized for 3 or more hours every day at school. However, information regarding pedagogies for safer classroom use of digital media for students with photosensitivity is not easily accessible to the classroom educator.
Retaining Quality Early Career Teachers: Some Lessons from the International Literature in the Australian Context
Author: Preston, Barbara
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Beginning Teachers,Teacher Persistence,Teacher Effectiveness,Teaching Conditions,Teacher Recruitment,Elementary School Teachers,Secondary School Teachers,Educational Policy

The international literature is clear that a professional school culture and supportive administrative arrangements are essential to the retention and development of quality teachers. In this paper the research and conceptual understandings underpinning this statement are elaborated, with discussions of the nature of quality teaching, teachers' professional practice, and the general nature of the teaching profession. The findings from the literature are then outlined and the data on employment of recent initial teacher education graduates set out. The data shows that the large majority of graduates do not have the employment conditions that the literature indicates are necessary for effective retention and development of quality teachers. The paper concludes with suggestions for policy that could improve not only the retention and development of quality beginning teachers, but also improve the learning conditions of students and the work of the teaching profession as a whole.
Using Facebook for Educational Research: Choice, Trials, Reflection and Insight
Author: Barnes, Naomi
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Educational Research,College Freshmen,Student Experience,Foreign Countries,Research Methodology

Facebook status updates provided the data for a study into the transition learning experiences of first year university students. The research responded to criticism that research about social media and education tends to focus on how social network sites can be adapted or controlled in the educational setting. The research referred to here, used Facebook only to observe and archive the described experiences of the first year university student participants. This paper explains why Facebook was chosen as a data collection tool, describes the trial and error associated with recruiting participants, and reflects on the lessons learned from the process. Social network sites (SNSs) can provide a unique the insight into student educational experiences. Research which trials its use is an important contribution to academic discussion about their use in educational research.
Secular and Religious Moral Grounds Resonating across State Schools in Indonesia
Author: Qoyyimah, Uswatun
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: State Schools,Moral Values,English (Second Language),Second Language Learning,Second Language Instruction,Religious Education,Moral Development,Teaching Methods,Language Teachers,Teacher Attitudes,Lesson Plans,Curriculum Development,Values Education,Discourse Analysis,Foreign Countries

This paper describes how teachers in Indonesia have implemented the Character Education policy. This policy required teachers to instil certain values in every lesson. Drawing on Durkheim's (1925) distinction between secular and religious morality, this paper considers how state schools promoted this 'rational/secular moral education', and how it interacted with religious moral education. Bernstein's concepts of pedagogic discourse, instructional and regulative discourses were adopted to analyse how teachers have re-contextualised this policy in the micro pedagogic settings. Three types of data were collected for this study: interviews, class observations and teachers' lesson plans. Four EFL teachers were interviewed on two occasions and three classes were observed for each teacher. Since character education was issued within the school-based curriculum that offered schools and teachers more choices to develop the local curriculum and its intent, the analysis focused on what moral premises were evident in their school and classes, and how such morality was transmitted through the EFL lessons. The conclusion suggests that teachers' implementation of moral education in their classes was dominated by their school communities' and the teachers' own preferred value of religiosity. Such values played out in the classes through both the regulative discourse and the instructional discourse.
Construction of a Diagnostic Instrument to Investigate Misconceptions in Grade 12 Students&apos; Understanding of Evolution
Author: Seoh, Kah Huat Robin
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Misconceptions,Grade 12,Evolution,Science Instruction,Biology,Foreign Countries,Two Year Colleges,Student Surveys,Two Year College Students

Despite the teaching of biological evolution in the classroom for decades, the learning of concepts related to evolution continue to pose difficulties for students, due to their inability to see the relevance of evolution their everyday experiences. In this study, we report the results from questionnaires composed of twelve multiple-choice items derived and modified from the literature in order to determine the prevalence and severity of alternative conceptions related to soft inheritance and use-and-disuse. In the open-ended section after each item, students were also allowed to describe their reasoning behind the answers they chose. The results showed that while both types of alternative conceptions are present in our respondents as reported in other studies, the rate of application of alternative conceptions dipped tremendously when human-based scenarios were adopted as compared to scenarios involving other organisms. This is especially true for the concepts related to soft inheritance. We attribute the differences to familiarity with elements in the items, and a lack of consistency in applying their biological knowledge. The results suggest that learners tend to apply the correct principles of inheritance only for phenomena that constitute part of their everyday experiences, and have implications for how evolution should be taught.
Student Support during Parental Deployment
Author: Macdonald, Gail F.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Military Personnel,Student Needs,Military Service,Coping,Family Needs,Adjustment (to Environment),Student Behavior,Academic Achievement,Stress Variables,Social Support Groups,Educational Environment,Parents,At Risk Students,Peer Influence,Family School Relationship

Over 1000 Townsville based members of the Australian Defence Force (ADF) were deployed on an eight month military operation to Afghanistan from August 2011 until May 2012. A similar scenario occurred many times in the Townsville community between 1999 and 2013 as members of the ADF have been deployed repeatedly to East Timor, Iraq and Afghanistan. A military deployment presents major life changes for ADF members and their families. Families of ADF members learn to cope not only with having their loved one away on a dangerous operation but also with the additional pressures associated with having one less adult living in the family home Children in the family are required to adjust to changes in family structure and routines, and often take on additional individual responsibilities. It is not uncommon for students to express their reactions to these changes through behavioural changes at school. Academic progress, classroom and playground behaviour may be adversely affected by children's reactions to family stress Defence School Transition Aides (DSTAs) assist children and spouses of ADF members to develop positive coping strategies and build resilience to family changes associated with a parental deployment to a war zone. They are employed in over 100 Australian schools and offer a comprehensive program of support to students from ADF families in the school setting. During the 2011-12 deployment the DSTAs in Townsville articulated their work practice into a comprehensive model to enhance peer support networks for students and parents, facilitate communication between the family and school, promote whole school awareness of family contribution to military operational success as well as provide and facilitate individual student and parent support. This practice model has potential applications for a diverse range of families that also experience parental absence for varying periods of time. The identification of key times of potential stress for students and the application of well targeted strategies can assist to alleviate some of the pressures associated with family and individual child stress responses exacerbated by periodic parental absence and other family disruptions.