ethanporcaro/eric-fulltext-meta huggingface dataset:
An Effective Honors Composition Class Improves Honors Retention Rates: Outcomes and Statistical Prestidigitation
Author: Guzy, Annmarie
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Freshman Composition,Academic Persistence,Writing Assignments,Persuasive Discourse,Learner Engagement,Graduation Rate,Outcomes of Education,Writing Instruction

Annmarie Guzy teaches honors composition at the University of South Alabama. This essay discusses her observation that students who took her class were more likely to complete the honors program, which led to her wondering what elements of her course might give students an edge in honors program completion. As an English professor with training in communications, rhetoric, and technical writing, she focuses assignments on discipline-specific research and argumentation from the students' majors. This insight into modes of communication in their chosen fields might aid students in constructing and writing more successful undergraduate research and capstone projects. She focuses on issues in honors education to demonstrate different types of argumentative strategies, and she supplements textbook chapters with appropriate articles from &quot;Journal of the National Collegiate Honors Council&quot; and &quot;Honors in Practice.&quot; Perhaps this awareness increases students' engagement in honors education and their commitment to the program. What she does in her class helps her honors students to graduate, but their graduation rate does not dictate what she does in her class.
&quot;Can You Hear Me Now, Ms. Monster?&quot;: Anger, &quot;Thumos,&quot; and First-Year Composition
Author: Baecker, Diann
Date: 2007-00-00
Type: Journal Articles
Subjects: Freshman Composition,Writing Processes,Psychological Patterns,Emotional Response,Writing Assignments,Essays,Visual Aids,Writing Instruction,Teaching Methods,Academic Discourse,Personal Narratives

There are not many English words for &quot;anger.&quot; There's &quot;wrath&quot; and &quot;ire,&quot; although no one uses &quot;ire&quot; anymore and hardly anyone &quot;wrath.&quot; There's &quot;frustration,&quot; &quot;resentment,&quot; and &quot;indignation,&quot; but they don't have the emotional intensity of &quot;anger,&quot; a word that can slide so easily into &quot;rage&quot; and &quot;violence&quot; and, thus, &quot;tragedy&quot; and &quot;horror.&quot; This paucity of words suggests something about the unwillingness to confront anger, the belief that one should count to ten, turn the other cheek, walk away. Diann Baecker says what is needed is another word for anger. Aristotle had two words to describe anger: &quot;orge&quot;--an irrational, strong emotion whose end is revenge--and &quot;thumos&quot;--a more rational emotion. She goes on to argue that adding the Greek concept of &quot;thumos&quot; to classroom discussions of logos, ethos, and pathos can provide a means for productively harnessing an emotion that is strong enough to see students through the chaos of the writing process. Baecker describes a particular assignment where rather than asking her students to produce an essay or word collage, she uses a visual-essay assignment that begins with literary analysis and that allows space for students' emotions in a way that is consistent with the kind of academic writing she wants from them. While certainly personal, the writing that results from the assignment centers on the question of voice and authority, questions as important to academic writing as to personal narratives.
Counselling Intervention and Support Programmes for Families of Children with Special Educational Needs
Author: Fareo, Dorcas Oluremi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Counseling,Intervention,Social Support Groups,Family Programs,Children,Special Needs Students,Special Education,Educational Needs,Disabilities

All couples look forward to having normal healthy babies. The issues of disabilities in their children shake the families and serve as sources of severe psychological disruption to family adjustment. The parents of such children live with many difficult issues and frequently experience trauma, grief and stress. Intervention programmes are necessary part of the process involved in supporting families with children with special educational needs. Such intervention requires active involvement of a wide range of professionals such as social workers, teachers, psychologists, therapists, medical officers and many others. Skill training, parent education, advocacy roles on part of parents and professionals alike are required. Counsellors should also be aware of the wider inadequate systematic supports for parents and to advocate for more generous social and financial resources for these parents.
Generative Intersections: Supporting Honors through College Composition
Author: Camp, Heather C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Freshman Composition,Honors Curriculum,Educational Benefits,Educational Trends,Dual Enrollment,Reading Skills,Metacognition,Transfer of Training,Technology Uses in Education,Learner Engagement

Given the current emphasis on acceleration toward graduation, common sense might seem to argue against First-Year Composition (FYC) as a compelling course offering in an honors curriculum. Dual enrollment is changing the landscape of students' first two years of college, in many cases affecting their decision about whether to enroll in FYC. Trends in composition teaching are creating intriguing parallels with honors, paving the way for shared goals and unique collaborations. Grammar, citation, library search engines, and thesis statements continue to be important but have also been joined by other aims that align admirably with the commitments of honors. Honors directors and composition faculty would do well to become familiar with their mutual aims, opening the doors for partnerships that support honors students' development as writers and thinkers. Three disciplinary trends in particular make FYC a likely candidate for an honors curriculum: (1) the field's increased attentiveness to reading as an area of emphasis; (2) its growing interest in metacognition and learning transfer; and (3) its potential for facilitating digital engagement. This article discusses how, taken together, these characteristics suggest that the first-year writing course deserves a second look.
Mediating Role of Attitude, Subjective Norm and Perceived Behavioural Control in the Relationships between Their Respective Salient Beliefs and Behavioural Intention to Adopt E-Learning among Instructors in Jordanian Universities
Author: Altawallbeh, Manal
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Electronic Learning,Teacher Behavior,Behavior Theories,Intention,Multiple Regression Analysis,Questionnaires,Reliability,Predictor Variables

The purpose of this study is to examine the factors that determine intention to adopt e-learning in Jordanian universities. Two models of e-learning that are observed among adopting institutions: E-learning as a supplement to traditional classroom mode, and total electronic learning. The respondents in this research have just been introduced to the first model. The paper takes a social, and technical approach in its investigation by using a research model based on the Theory of Planned Behaviour (TPB) to identify the factors that affect intention to adopt e-learning. The model identifies specific salient beliefs that may influence technology usage, such as instructors attitude, subjective norm, perceived behavioural control, perceived usefulness, ease of use, Normative beliefs, Internet Self-efficacy, Perceived Accessibility and university support. stratified random sampling method was used to select instructors. Hierarchical Multiple Regression Analysis was used to assess the relationships in the constructs. The paper presents some findings on e-learning adoption intention determinants. It also discusses some of the implications of the findings on theory and practice.
College English Teaching Viewed from the Perspective of Intercultural Communication
Author: Zhu, Honglin
Date: 2010-09-00
Type: Journal Articles
Subjects: College English,Intercultural Communication,Second Language Instruction,Cultural Awareness,Performance Factors,Teaching Methods,Educational Strategies,Communicative Competence (Languages),Vocabulary Skills,Misconceptions,Cultural Differences,Educational Practices,Foreign Countries

Foreign language teaching and learning is unlikely to be performed effectively without an appropriate understanding of its specific culture and the loss of intercultural awareness will lead to a negative influence on FLT. This article proposes the importance of cultural input in FLT, analyzes the factors of failure in cultivation of students' capacity of intercultural communication and finally puts forward some methods and strategies to resolve these issues.
How to Develop College Students' Autonomous English Learning Skills--Take Reading Course in Joint-Program in HCFT as an Example
Author: Wang, Jihui
Date: 2010-09-00
Type: Journal Articles
Subjects: College Students,Learning Strategies,Skill Development,Independent Reading,Educational Practices,Educational Theories,Reading Skills,English Instruction,Teaching Methods,Electronic Learning,Interviews,Questionnaires,Study Habits,English (Second Language),College English,Foreign Countries

The studies on autonomous learning based on the theories of constructivism and the advantages of technology propose valuable ideas for modern teaching theories and practices. In this paper, we put forward ways and methods in developing learner awareness, learning strategies and habits of autonomous learning in Henan College of Finance and Taxation (HCFT), taking English reading course as an example. The most significant findings are that in the model the guided experimentation promoted students' English language competence to a larger degree than that of traditional ways of learning, and that most of the experimental students became more active and positive in English language learning and eventually enjoyed the process.
Causes of Indiscipline and Measures of Improving Discipline in Senior Secondary Schools in Ghana: Case Study of a Senior Secondary School in Sunyani
Author: Gyan, Emmanuel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Student Behavior,Behavior Problems,Student Attitudes,Secondary School Students,Secondary School Teachers,Teacher Surveys,Student Surveys,Questionnaires

The purpose of the study was to determine the main causes of students' misbehaviour and measures teachers and students consider to be most appropriate for controlling the unruly behaviour of the students. Purposive, sample, of 50 teachers who held the various positions in the school, and 150 students comprising the Students Representative Council, the class prefects and the class secretaries, was used for the study. Descriptive sample survey was considered to be most appropriate method for the study. A questionnaire was used to collect data from the participants. Majority of the respondents shared the opinion that it is the students themselves who cause such acts of indiscipline. It is only with students late to school and demonstrations that the majority of the respondents attributed the causes to parents and school respectively. A careful look at the statistics of causes of acts of indiscipline on Table 1 shows that apart from the individuals themselves, the school is the next cause of most of the acts of indiscipline. The community closely follows with parents and the media being almost at par. With regard to the measures of ensuring discipline in the School, all the ten measures that were listed were considered by at least 90% of the respondents to be very important.
Inner-City Children's Graphics Call for Social Justice
Author: Lu, Lucia Y.
Date: 2010-09-00
Type: Journal Articles
Subjects: Urban Schools,Graduate Study,Writing Instruction,Novels,Cartoons,Freehand Drawing,Invented Spelling,Story Telling,Experience,Social Justice,Literacy Education,Middle School Students,Writing Skills,Student Motivation,Visual Literacy,Art Activities,Holistic Approach,Multisensory Learning

In a graduate literacy course, the author as the teacher educator conceptualized &quot;Visual Literacy&quot; into the course. In-service and pre-service teachers from inner-city schools in Georgia and Virginia invited struggling writers to create graphic novels by envisioning life activities, using drawings, and invented spellings as well as conventional words to tell their family stories. This paradigm shift from a print-based curriculum to multimodal transmediation opened an alternate pathway to literacy, and the children became enthusiastically engaged. Their graphic novels vivified their life experiences, alleviated their pent-up emotions, and made their struggles visible and their inner voices audible. &quot;Visual Literacy&quot; enabled them to transcend the hardships that confronted them and ushered them into academic success.
Enhancing EFL Learners' Writing Skill via Journal Writing
Author: Tuan, Luu Trong
Date: 2010-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Journal Writing,Teaching Methods,College Students,Foreign Countries,Writing Assignments,Writing Skills,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Student Motivation,Questionnaires

&quot;Frequently accepted as being the last language skill to be acquired for native speakers of the language as well as for foreign/second language learners&quot; (Hamp-Lyons and Heasly, 2006: 2), English writing, for a number of EFL learners, appears to be challenging. This paper sought to investigate if learners can grow out of the writing difficulties by engaging in journal writing activity. 85 second-year students from the two writing classes, one treated as the experimental group (EG) and the other as the control group (CG), at the Faculty of English Linguistics and Literature of the University of Social Sciences and Humanities in Ho Chi Minh City (USSH-HCMC) were invited to participate in the study, whose findings substantiated the benefits of journal writing as an extensive activity to foster learners' writing motivation and enhance their writing skill as well as to build a close bonding between teachers and learners.
Evaluation on Social Internship Program of Iain Sultan Thaha Saifuddin Jambi Students: Using Context, Input, Process and Product Model (CIPP Model)
Author: Hurmaini, M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internship Programs,Action Research,Participatory Research,Questionnaires,Program Evaluation,Supervisors,Student Needs,College Students,Program Effectiveness,Context Effect

The purpose of the research is to know the context, input, process and product evaluation on the Social Internship Program (Kukerta) of IAIN Sulthan Thaha Saifuddin Jambi Students by using Participatory Action Research (PAR) system. The research is conducted in four locations of IAIN Sultan Thaha Saifuddin Jambi students' Kukerta in first period of 2013; Desa Lubuk Terap Kecamatan Merlung Kabupaten Tanjung Jabung Barat, Kelurahan Sengeti Kecamatan Sekernan,Desa Tunas Muda Kecamatan Sekernan Kabupaten Muaro Jambi,and Kelurahan Simpang Tiga Sipin Kecamatan Kotobaru Jambi by using questionnaire. Sample used is all students of Kukerta in these 4 locations, that consists of 51 people. The research produces four conclusions; first, context evaluation of PAR system Kukerta programs is actually having many deficiencies and weakness in both determining the needs as well as the purpose of Kukerta program. Therefore, it needs some improvements or revision. Second, input evaluation of PAR system Kukerta shows some weakness from the students and the internship supervisors / advisors. Both students and internship supervisors have to be firstly provided by training on PAR system Kukerta. Third, process evaluation on the program is also lack of the relevant activities towards students needs and program realization. Fourth, product evaluation reveals that there is no significant result of the program, physically or non-physically. The program can be continued with some improvements and revision on its implementation.
Investigating Language Learning Strategies of EFL Children for the Development of a Taxonomy
Author: Gürsoy, Esim
Date: 2010-09-00
Type: Journal Articles
Subjects: Investigations,Learning Strategies,Language Acquisition,Taxonomy,English (Second Language),Language Research,Context Effect,Questionnaires,Interviews,Protocol Analysis,Writing Skills,Classroom Observation Techniques,Classification,Grade 3,Grade 4,Grade 5,Foreign Countries,Qualitative Research

As a still growing area, Language Learning Strategies (LLS) research needs to expand so that it covers different contexts and age groups. Previous research shows that most of LLS research is conducted in ESL contexts and the majority looked into strategies of adolescents and adults. Consequently, strategy taxonomies as well as the inventories developed so far, comprise this context and age group mentioned. Thus, the current study investigates children's language learning strategies in an EFL context. Data is collected from 54 children via methodological triangulation through, a semi-guided questionnaire, task-based interviews, observations during students' task performance, field notes kept during task-based interviews, think- aloud protocols for reading and writing skills, classroom observations, and general interviews conducted according to the results of the semi-guided questionnaire. Triangulation in location is also applied. As a result of the study, LLS of children are identified and then organized as a taxonomy upon taking Oxford's (1990) classification as a basis.
Effectiveness of Structural Method of Teaching Vocabulary
Author: Behlol, Malik
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Instructional Effectiveness,Secondary School Students,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Morphology (Languages),Student Role,Vocabulary Development,Predictor Variables

The study was conducted to find out the effectiveness of structural method of teaching vocabulary in English subject at secondary level. The population of the study was the students of secondary classes studying in Federal Government schools of Islamabad District. Purposive and random sampling techniques were applied to select the school, teachers and the subjects. Pretest-posttest Control Group design was used for this study. The study revealed that there was significant difference between the performance of the students taught with the structural method of teaching vocabulary (SMTV) and taught with the definitional method of teaching vocabulary (DMTV). The high, average and low achievers of experimental group performed better as compared to the performance of the students who were taught with the DMTV vocabulary. The better performance in all the categories of the experimental group was due to the morphological analyses of a word, experimenting with the word, role of the students as the partner in the learning process, management of the learning by the students themselves, generation and active processing of vocabulary, provision of multiple exposure of different intensity for practice and personalization of word learning.
Developing Business Management Students' Persuasive Writing through Blog-Based Peer-Feedback
Author: Sayed, Osama H.
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Electronic Publishing,Web Sites,Persuasive Discourse,Writing Skills,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Writing Improvement,Feedback (Response),Peer Evaluation,College Students,Test Validity,Interrater Reliability,Statistical Analysis

The present study attempted to investigate the effect of using blog-based peer feedback on the persuasive writing of EFL business management students at the community college in Bisha, King Khalid University, Saudi Arabia. The study used a pre-test/post-test experimental and control group design. An experimental group and a control group were exposed to pre-post means of getting data (a pre-post test of persuasive writing). Results of the analysis of the differences between means of scores of the study subjects in the pre-post-measurements revealed a significant improvement in the experimental group students' persuasive writing.
A Brief Analysis on the Two Chinese Versions of &quot;Pride and Prejudice&quot; from the Perspective of Ideology
Author: Zhang, Feng
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,Novels,Translation,Ideology

&quot;Pride and Prejudice,&quot; owing to its romantic and superb language, enjoys a great audience and has at least five Chinese versions in circulation. Among them are two versions which are translated by the most authoritative translators published in China: the version translated by Wang Keyi and the version translated by Sun Zhili. The former got its first edition in 1956 while the latter was first published in the year of 1994. In terms of the ideology, the different features of the versions are shown. Ideology, the &quot;invisible hand&quot; manipulating translation practice, has certain influence to the two Chinese versions. This thesis tries to analyze the influence of ideology in and out of the text to the versions of &quot;Pride and Prejudice,&quot; which will lead to a new way for the translation criticism in the future.
Improving College English Teaching Pattern and English Learning Effect among Students in Physical Education Institutes--A Survey on the Implementation of New Concept Teaching Pattern
Author: Wang, Youming
Date: 2010-09-00
Type: Journal Articles
Subjects: Physical Education,English (Second Language),Second Language Instruction,Second Language Learning,Teaching Methods,Models,Instructional Materials,College Students,College Faculty,Student Interests,Comparative Analysis

In order to sharpen English learning capabilities of students in the institutes of physical education, the author makes a tracking investigation of New Concept English teaching model in Grade 08 of the department of sports training and national traditional sports. By analyzing and comparing the students' English levels before and after the experiment, the author comes to the conclusion that the students' interest in learning English has something to do with the teaching materials and teaching patterns. The paper also further suggests that EFL teachers should make suitable teaching patterns in accordance with students' preference so as to promote the development of teaching and learning.
On the Applicability of Cultural Scripts in Teaching L2 Compliments
Author: Karimnia, Amin
Date: 2010-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Comparative Analysis,Models,Semantics,Language Universals,Interviews,Pragmatics,Sociolinguistics,Cultural Context

In this study, Natural Semantic Metalanguage (henceforth NSM) was used to carry out a comparative analysis. The compliment response behavior of native Persian speakers was compared with that of Native American English speakers to see if it can provide evidence for applicability of NSM model which is claimed to be universal. The descriptive technique was the cultural scripts approach, using conceptual primes proposed in the NSM theory. The cultural scripts were presented in both English and Persian Metalanguages. The data were taken from a corpus of 50 hours of recording the live interviews from the Persian and English TV channels. The results showed the applicability of NSM model for cross-cultural comparisons. Then, the paper concludes with the pedagogical implications of the development of the theory of cultural scripts for teaching L2 socio-pragmatics in general and compliments in particular.