ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation on the Effectiveness of the English Literary Elements in Improving English Language at Undergraduate Level
Author: Ali, Arshad
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,English Literature,Literary Devices,Undergraduate Students,Universities,College Faculty,Films,Drama,Teaching Methods,Student Attitudes,Teacher Attitudes,Language Fluency,Instructional Effectiveness

The English has become a lingua-franca language, thus to promote the English language's interest in the people with the teachings of English literature is regarded as the competence of the learners in the Target Language(TL). Thus, the study aims to investigate the effectiveness of English literary elements in improving English language at undergraduate level. The qualitative method was preferred for collecting the data in which 15 participants were involved, 5 of them were university lecturers and rest of them were the students of English Department Shaheed Benazir Bhutto University, Sanghar Campus. Semi-structured interviews were conducted from the participants and the data was analyzed by the thematic process. The findings of the research indicated that the English literary elements are helpful in the favor of improving English language. It was also declared that movies and dramas affect the English language more effectively. English literary elements affect the learners' language competence in the different areas as; Listening and speaking. These elements help the learners to learn the language more effectively, and these elements play important role in improving the comprehensions of the learners. The study suggests that there should be integration of movies and dramas in the favor of students as they could get more fluency in English and the study also suggests that the material in the class should be used related to the learning area of the students.
Determining the Motor Ability Levels of the Preschool Children
Author: Gozel Tepe, Zehra
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Preschool Children,Ability Identification,Foreign Countries,Motor Development

In this study, it was aimed to investigate the motor ability levels of the preschool children. The sampling of the study consisted of 46 children (22 girls, 24 boys) between the ages of 5-6. Kindergarten Mobile Test (KiMo) was used in determining the motor ability levels of the children. The test consisted of 5 subtests. These were; the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping. Descriptive statistics were used to identify the average, frequency and percentage distributions regarding the motor abilities of the children. The children achieved average and below-average scores at all age groups in the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping and they were incompetent in coordination, endurance and speed as basic motor abilities. As a result, it was determined that the motor abilities of the preschool children were low as of the early years. Performing activities that involve motor abilities inside and outside the school for the preschool children, who spend most of the day in narrow locations with limited movement areas, would support their healthy development in physical, mental and social terms.
Education for Enhancing the Abilities of Engineers: A Survey Conducted in Japan and Its Analyses
Author: Nishimura, Kazuo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Educational Experience,Science Interests,Researchers,Learning Motivation,Educational Policy,Physics,Time Factors (Learning),Positive Attitudes,Professional Development,Competence,Scientific Attitudes,College Graduates,Elementary Secondary Education,Technical Occupations,Engineering

While the study of science subjects at school is essential for the development of science and technology in society, it is a recognized fact that a large number of students show reluctance to study science and mathematics. Thus, it is of great significance to deliberate on ways to increase their interest in science subjects and enhance effectiveness of learning. We conducted a survey of researchers and engineers who exercise their scientific abilities in their work, asking about their experiences in science education and learning from elementary school to university. We then examined the relationship between their learning experiences and their abilities as researchers and engineers, and analysed the factors that would enhance students' interest in science subjects and motivation to study these subjects. The results of our analysis show that &quot;getting interested in science during the early years of elementary school,&quot; &quot;being able to understand the science lessons,&quot; &quot;amazing experience in science class,&quot; &quot;association of science learning with daily life,&quot; &quot;finding the talks in class interesting,&quot; and &quot;approachability to science learning,&quot; have a positive effect on science learning and is crucial to improving professional capacity.
Indicators of Adaptive Leadership for Teachers in Boromarajonani College of Nursing under Boromarachanok Institute: Developing and Testing the Structural Relationship Model
Author: Potchana, Ratchanee
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,Teacher Leadership,Nursing Education,Foreign Countries,Evaluation Criteria,Teacher Effectiveness,Adjustment (to Environment),Educational Improvement,College Faculty

Background of the study: Leadership is needed when one must deal with education management which means the relationship of influence between the leader and followers who have the same goal, to make a change. It can be used as a guideline in the planning and creating evaluation criteria to improve the adaptive leadership of teachers at Boromarajonani College of Nursing which consistent with the theory and the research result as well as the vision from scholars and organization. Objective: The objectives of this research were to (a) develop a theoretical model of structural relationship of major components, minor components and indicators of adaptive leadership, (b) test the fitness of the model was developed from theoretical model and empirical data, and (c) verify the factor loading value of the major components, minor components and indicators. Materials and Methods: The descriptive research collected by using the 5-level rating scale questionnaire. The population consisted of 1,740 teachers in Boromarajonani college of nursing under Boromarajchanok Institute. The data analysis using AMOS statistical program was done with the 617-return questionnaire. Results: The results showed that the theoretical model was consistent with empirical data with the following statistical metrics: relative Chi-square (CMIN/DF) &lt; 3.00, root mean square error of approximation (RMSEA) &lt; 0.05, goodness-of-fit index (GFI), adjusted goodness-of-fit index (AGFI), comparative fit index (CFI), and normed fit index (NFI) 0.90-1.00 were in accordance with the criteria from both the first and second order of confirmative factor analysis. The major components had factor loading ranging from 0.71 to 1.00, which is higher than the criterion as 0.70. The minor components and indicators had factor loading are higher than the criterion as 0.30. Conclusion: The finding can be used as a guideline in the planning and creation of evaluation criteria to improve the adaptive leadership of teachers at Boromarajonani College of Nursing which is consistent with the theory and research results as well as the vision from scholars and organization. This will help improve the performance efficiency of the teachers at Boromarajonani College of Nursing which will affect the education management and education improvement.
A Pragmatic Study of Image Restoration via Corporate Apology in Chinese Internet Corporations
Author: Xu, Zhanghong
Date: 2020-00-00
Type: Journal Articles
Subjects: Internet,Corporations,Pragmatics,Public Relations,Discourse Analysis,Form Classes (Languages),Language Usage,Verbs,Reputation,Trust (Psychology),Public Opinion,Foreign Countries,Speech Acts,Communication Strategies

With the booming of Chinese internet corporations, various wrongdoings have been frequently exposed to the public, which damages their corporate image. To face the challenge, these companies usually resort to apologies for image restoration. This study investigates how apology strategies are employed by Chinese internet corporations to restore image in the event of wrongdoings. Based on a self-built corpus and by means of textual analysis, we identified different apology strategies characterized by various linguistic features. The results show that &quot;Illocutionary Force Indicating Devices (IFIDs)&quot; and &quot;damage repair&quot; are two of the most frequently used move types which are normally marked by such key linguistic features as personal pronouns, modal verbs, performative verbs and intensifiers. It is also found that IFIDs, &quot;giving account&quot; and &quot;admitting mistakes&quot;, &quot;offering repair&quot; and &quot;inviting further interaction&quot; are often incorporated together to show the company's sincere apologetic stance which contributes to the ultimate goal -- rebuilding corporate image and regaining the public's trust. However, direct expressions of &quot;asking for forgiveness&quot; are seldom found in apologies crafted by Chinese internet corporations. This study on apologies in the domain of internet corporations is believed to shed light on research on corporate apology in particular and corporate image restoration in general.
A Review on Studies into Incidental Vocabulary Acquisition through Different Input
Author: Tang, Zhongqing
Date: 2020-00-00
Type: Journal Articles
Subjects: Incidental Learning,Vocabulary Development,Linguistic Input,Educational Research,Prior Learning,Listening,Reading,Television Viewing,Game Based Learning,English (Second Language),Second Language Learning

Vocabulary acquisition, after being neglected for centuries, aroused people's attention from the second half of last century. At that time, people began to realize, instead of grammar, vocabulary occupies the central role in language acquisition (Gass &amp; Selinker, 1994). Compared with intentional vocabulary acquisition, incidental vocabulary acquisition was found to be the major way for people to acquire vocabularies. Early studies into incidental vocabulary acquisition focused on incidental vocabulary acquisition through reading activities. Later on, people found that listening activities was another good way to enhance incidental vocabulary acquisition. Nowadays, task mode of incidental vocabulary acquisition has become more pluralistic than before. This article is to review studies into incidental vocabulary acquisition through different input and point out the limitations of previous studies. The first limitation of previous studies is that word knowledge framework was undefined in previous studies and the second limitation is that prior knowledge, an factor which needs to be controlled, was neglected by some scholars. This review will hopefully provide some suggestions for both language teachers and language learners.
A Study on Reticence in College EFL Classrooms: The Role of Diffusion of Responsibility
Author: Zhou, Yun
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Class Size,College Faculty,Language Teachers,Classroom Communication,Student Participation,Correlation,Gender Differences,Teaching Methods,Foreign Countries,College Freshmen,Nonmajors,Student Responsibility,Student Attitudes

The absence of students' willingness for classroom participation is known to lead to a lose-lose situation where teaching schedules are disrupted, teachers lose enthusiasm, and students hardly learn anything. The problem is plaguing Chinese college EFL teachers as much as it did decades ago. Large quantities of studies have tackled the problem; however, little research has considered how students' psychology might link to classroom reticence. One psychological factor accountable for inaction when in the presence of a group of people is diffusion of responsibility. Thus, this study explores whether diffusion of responsibility plays a part in college EFL classroom reticence and whether there are any associations between diffusion of responsibility and gender, or English proficiency, or question type, or class size. Data from a questionnaire, interviews, and classroom observations showed that diffusion of responsibility was indeed a cause for class reticence. Further, Spearman correlation analyses found that no correlation existed between diffusion of responsibility and gender, or English proficiency. Paired-samples t-tests showed class size did have an impact on diffusion of responsibility while question type did not make a difference. Several suggestions on containing diffusion of responsibility and building rapport were put forward. The results should assist EFL teachers to work out possible solutions to the problem of class reticence.
The Curricular Approach to Residential Education: Lessons for Student Affairs Practice
Author: Lichterman, Hilary
Date: 2019-00-00
Type: Journal Articles
Subjects: College Housing,Student Personnel Services,Student Personnel Workers,Administrator Attitudes,Employee Attitudes,Student Attitudes,Curriculum Development,Curriculum Implementation,Curriculum Evaluation,Residential Programs,Barriers,Student Employment

The curricular approach to student learning beyond the classroom is a strategic way to be proactive with designing, executing, and assessing student learning. The purpose of this qualitative descriptive case study is to understand the perceptions of one senior administrator in academic affairs, housing employees, and student leaders at one institution where a curricular approach was adopted. Research methods included semi-structured interviews, document analysis, focus groups, and photo elicitation. Findings from the study revealed that participants perceived the following benefits of adopting a curricular approach: improved clarity on the department's direction, better strategic standards and structures for staff, and an enhanced sense of voice for some staff. Participants perceived the downsides of adopting a curricular approach to be: not all student populations benefitted equally from a one-size-fits-all approach, physical space limitations, and lack of communication and clarity about the curricular approach language.
Adult Learner Career Trajectories: Vocational Self-Concept Development in CalWORKs Community College Students
Author: Monje-Paulson, Laura N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Students,Career Development,Self Concept,Community Colleges,Two Year College Students,Welfare Recipients,Resistance (Psychology),Coping,Low Income Students,Occupational Aspiration,Student Personnel Services,State Programs,Student Employment,Responsibility,Vocational Interests,Student Role,Congruence (Psychology),Student Empowerment,School Counselors,Sustainability,Family Relationship

Given the size of the adult student population and the student affairs focus on career development in traditional age students, the purpose of this qualitative study was to explore career development and the vocational self-concept (VSC) in 48 California community college welfare-to-work students. Findings suggest the importance of congruence between student roles and other life roles -- as well as the importance of sustained relationships with community college staff, as this was closely associated with VSC development. These sustained relationships are most beneficial when they help participants develop resistance strategies against messages that could damage their self-concepts. Theoretically, our findings call for differentiation between work and career, and show how VSC develops in some adult students, a process heretofore missing from the career literature. Knowing how students have been socialized to think about themselves, understanding if they can participate in career decision-making, and what their responsibilities in out-of-college contexts are is key to helping students find congruence and/or cope with incongruence stemming from balancing multiple life roles.
Examining the Relationship between Students&apos; Perceived Sense of Campus Community and Satisfaction with School Life
Author: Noel-Elkins, Amelia
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Sense of Community,College Environment,Campuses,Life Satisfaction,Student Experience,College Students,Psychological Patterns,Stress Variables,Student College Relationship,Socialization,School Culture,Predictor Variables

Based on Boyer's (1990) principles of community, the purpose of this study was to examine how students' perceived sense of campus community contributed to explaining their satisfaction with school life. Participants were randomly selected from a student email address list obtained by the Office of Assessment at a mid-size university in the Midwest and were sent an electronic mail message inviting them to participate in the study by completing an on-line questionnaire. Three hundred and thirty students answered a 25-item sense of campus community scale developed by Cheng (2004), who had adopted some questions from Janosik's (1991) Campus Community Scale and the Brief Multidimensional Student's Life Satisfaction Scale (Zullig et al., 2005). Multiple regression used six factors from the sense of campus community scale (Teaching and Learning, Residential Experience, Diversity and Acceptance, History and Tradition, Loneliness and Stress, and Socialization Across Backgrounds) to predict satisfaction with school life. The overall regression equation was significant (F=38.20, p&lt;0.001) and the linear combination of predictor variables explained 45.6% of the variance in students' satisfaction with their school life. The article also discusses implications of these findings for student affairs practitioners and suggestions for future research in the context of the limitations of the study.
Faculty and Staff Perceptions of Organizational Units and Collaboration Impact
Author: Syno, Jennifer L. S.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Academic Support Services,Student Personnel Services,Partnerships in Education,Teacher Participation,Outcomes of Education

Collaboration between academic affairs and student affairs is necessary to ensure student success (Nesheim et al., 2007; Whitt et al., 2008). This quantitative study sought to evaluate perceptions of 68 university faculty and staff to determine if those perceptions shape the value placed on collaborative partnerships. Additionally, the study examined the perceived impact faculty and staff believe collaboration has on increasing their willingness to collaborate and improving student success. Findings and recommendations are also included.
Exploring How Student Activists Experience Marginality and Mattering during Interactions with Student Affairs Professionals
Author: Rosati, Carli
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Activism,Student Personnel Services,Interaction,Student Attitudes,Misconceptions,Alienation,College Environment

This study examines student activists' interactions with student affairs professionals. Guided by Schlossberg's (1989) marginality and mattering framework, semi-structured interviews were conducted with 10 student activists. Student activists experienced marginalization in three ways (1) misperceptions of student organizing, (2) not feeling heard, and (3) lacking authentic interaction with student affairs professionals. The article concludes with a discussion of the myriad of ways that student affairs professionals can positively engage with student activists.
The Experiences of High-Achieving First-Generation College Men from Rural Maine
Author: Tillapaugh, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: High Achievement,First Generation College Students,Males,Undergraduate Students,Mentors,Student Personnel Services,Social Support Groups,Family Relationship,Rural Areas,Student Experience,Public Colleges,Teacher Student Relationship,Peer Relationship,Nontraditional Students,Paying for College,Student Financial Aid,Student Characteristics

This exploratory phenomenological study examined the experiences of four high-achieving first-generation men (HAFGM) from rural Maine and the critical influences that have helped them succeed in their undergraduate studies. This study viewed HAFGM from an appreciative inquiry standpoint rather than a deficit model. Four key themes emerged: (1) accessing student support programs; (2) connection with campus mentors; (3) family support; and (4) financial support. Implications for professional practice and future research are discussed.
Veterans&apos; Adjustment to College: A Qualitative Analysis of Large-Scale Survey Data
Author: Young, Sharon L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Veterans,College Students,Student Adjustment,Student Attitudes,Financial Support,Social Support Groups,Fringe Benefits,Family Role,Sense of Community,Peer Relationship,Student Personnel Services

Student veterans are not monolithic, but many have shared experiences. As higher education considers ways to serve this growing population, it is important to recognize the rich data that comes from location-specific, branch-specific, and program-specific qualitative studies, in addition to patterns that emerge across geographical and institutional boundaries. The current study explores the transition from military life to student life using two open-ended questions in a survey of 391 student veterans to examine the complexity and ubiquity of student veteran perceptions of their adjustment to college. Data from this study were derived from these items: &quot;what, if anything, has been the most helpful in transitioning to college?&quot; and &quot;what, if anything, has made it challenging to transition to college?&quot; The analysis was framed using Vacchi and Berger's Combined Ecological Model of veteran adjustment to college. Veterans cited financial support, campus veteran support staff, family, and support from other veterans as helpful. Challenges included a multi-faceted understanding of difference and balance.
Support Systems for College Students with Autism Spectrum Disorder
Author: Anderson, Amelia M.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Autism,Pervasive Developmental Disorders,Social Support Groups,Student Personnel Services,Student Adjustment,Student Experience,Student Attitudes,Internet,Peer Groups,School Orientation,Faculty Advisers,School Counseling,Outcomes of Education

This study was an exploration into how college students with autism spectrum disorder identify and use support systems during the transition to higher education. In particular, this study explored how these students described their experiences within an online environment among their peers. The study used unobtrusive qualitative methods to collect and analyze data on online forum discussion posts from college students with autism spectrum disorder. Results indicated that students found their support systems in various ways. Many report using services provided by their Office of Disability Services, but students must be aware that these services exist first, and often must have a diagnosis to receive such supports. This study makes suggestions for higher education institutions to identify and promote their support services, both those that are accessible through Offices of Disability Services, and those that are available without diagnosis or disclosure.