ethanporcaro/eric-fulltext-meta huggingface dataset:
Functional Analyses of the Problems in Non-English Majors' Writings
Author: Li, Shun-ying
Date: 2010-09-00
Type: Journal Articles
Subjects: Nonmajors,English (Second Language),College Students,Writing Difficulties,Rhetoric,Competence,Writing Skills,Writing Instruction,Feedback (Response),Teaching Methods,Creativity,Foreign Countries

Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors' writings, which decrease non-English majors' ability to use English as a tool to realize its pragmatic functions and meta-functions. The exam-centered objective, the product-oriented approach, the inefficient mode of instruction, the ineffective feedback and the lack of creativity in teaching are responsible for the problems in non-English majors' writings. To avoid those problems, teachers need to improve their ways of instruction. (Contains 1 table.)
Investigation and Analysis of Current Writing Teaching Mode among English Majors in Normal Universities in China
Author: Zeng, Hang-li
Date: 2010-08-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,College Instruction,Teaching Methods,Majors (Students),College Second Language Programs,English (Second Language),Process Approach (Writing),Student Attitudes,College Students

This paper has made an investigation on the current writing teaching mode among English majors in normal universities in China, by means of questionnaire, interview and class observation. The study finds out that the current writing teaching mode is not purely product approach or process approach. In fact, the two approaches to writing co-exist in today's English writing teaching, with product approach to writing enjoying a relatively dominant place. Problems are discovered of this writing teaching mode, such as students' inactive involvement in the class. Then, this paper focuses on the teachers and students to find out the reasons. At last, the author proposes MAP-CORE framework for English writing class. (Contains 4 tables.)
Educational Management in Transitionalized World of the Faculty of Architecture and Planning in Thammasat University
Author: Verapreyagura, Pornphan
Date: 2010-08-00
Type: Journal Articles
Subjects: Architecture,Educational Administration,Educational Change,Guidelines,Questionnaires,Interviews,Entrepreneurship,Global Approach,Academic Standards,Educational Quality,Foreign Countries,Participant Satisfaction,Graduate Surveys,Education Work Relationship

Education reforms in transitionalized world arose first against neo-classical education or &quot;humanistic education&quot; which resembled classical education in many respects, with the most concern being in both majority and minority of students. Besides, they resembled in that their effects force the instructors teach for the tests, to make the curriculums change to standard, to push the students to become the academic entrepreneurs, etc. Necessarily, the academic of the Faculty of Architecture and Planning in Thammasat University has been adjusted. Then, this quantitative in research approach focuses on educational management guidelines. The open-ended questionnaire and structural interview are main instruments. Percentage, mean, mode, standard deviation, F-test and Pearson-correlation were used for analyzing the data. The research finding reveals that the mainstream and the alternative aspects in the educational management guidelines concern with external factors such as the entrepreneurs' satisfaction, the standardization and the students' voices. The entrepreneurs' satisfaction relates to the general qualifications, identifications and abilities of the graduates under the trend of selecting between government universities and private universities in rate of 3:1. The standardization means new curriculum structure: 25% of general basic courses, 10%-15% of elective courses and 60%-65% of architectural program courses. The students' voice indicates the reduction on central control and standardized testing. (Contains 3 tables and 1 figure.)
The Contextual Adaptation of English Teachers' Questioning Strategies
Author: Xi, Hong-mei
Date: 2010-12-00
Type: Journal Articles
Subjects: Questioning Techniques,English Teachers,College Second Language Programs,Teaching Methods,Adjustment (to Environment),Behavior Theories,Context Effect

In order to guarantee an interactive classroom atmosphere, English teachers pay much attention to the questioning strategies when they use question-answer teaching method. This paper makes a comprehensive analysis on English teachers' questioning strategies from the perspective of adaptation theory. It shows that the utilization of teachers' questioning strategies is not arbitrary, but adapts to the contextual factors, i.e., adapts to the mental world, the physical world and the social world.
The Effects of Globalization Phenomena on Educational Concepts
Author: Schrottner, Barbara Theresia
Date: 2010-08-00
Type: Journal Articles
Subjects: Educational Philosophy,Democracy,Global Approach,Educational Principles,Educational Environment,Educational Innovation,Educational Trends,Futures (of Society),Social Justice,Role of Education,Educational Change,Educational Policy,Cultural Differences,Intercultural Communication,Adult Education

It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globalization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question: Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense? The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address (global) conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality.
A Review of Foreign Researches on Influential Factors Affecting Students' Engagement in English Classroom
Author: Zhou, Chun-hong
Date: 2010-12-00
Type: Journal Articles
Subjects: Learning Processes,English Instruction,Classroom Techniques,Learner Engagement,Performance Factors,Literature Reviews,Definitions,Predictor Variables

Students' active engagement constitutes the core of the process of learning and teaching in the student-oriented classroom. The paper centers on a review of foreign researches on influential factors affecting students' engagement in English classroom. It is expected to figure out the relevant factors in order to promote students' active engagement.
A Contrastive Analysis of the Use of Verb &quot;Keep&quot;: A Corpus-Based Study between CLEC and Brown
Author: Chen, Fang
Date: 2010-12-00
Type: Journal Articles
Subjects: Verbs,Native Speakers,English,Nonmajors,College Students,English (Second Language),Second Language Instruction,Comparative Analysis,Foreign Countries

This is a corpus-based research focusing on the high-frequency verb &quot;keep&quot; used by Chinese non-English majors and native speakers. The corpora involved in the paper are Brown which stands for native speakers, Students 3 and Students 4 in CLEC (Chinese Learner English Corpus) which stand for Chinese non-English majors. The paper tries to investigate the similarities and differences between them and put forward the possible reasons. At last, some suggestions of ELT (English Language Teaching) are given. (Contains 5 tables.)
Sentence-Making and Thought Patterns: Probe into the Differences between English and Chinese
Author: Gao, Jing
Date: 2010-09-00
Type: Journal Articles
Subjects: Sentences,English,Chinese,Cognitive Processes,Cultural Differences,Sentence Structure

Different histories and cultures breed people in the West and the East, and shape their different thought patterns. The differences are manifested in languages they speak and constitute an obstacle in bi-directional understanding and interpretation. In the paper, efforts are made to exemplify the differences in English and Chinese sentence-making, and explain them in terms of the different thought patterns. The author hopes to facilitate readers to have a better understanding of the 2 different peoples and languages. [This social science research project was funded by China University of Political Sciences and Law.]
Taiwanese Jokes from Views of Sociolinguistics and Language Pedagogies
Author: Lin, Grace Hui Chin
Date: 2009-11-06
Type: Reports - Research
Subjects: Verbal Stimuli,Sociolinguistics,Foreign Countries,English (Second Language),Language Proficiency,Humor,Language Teachers,Teaching Methods,Social Structure,Anxiety,Learning Motivation,Second Language Learning,Second Language Instruction,Cultural Awareness,Holistic Approach

Researches have showed that joke telling is a type of verbal behavior associated with  the field of sociolinguistics (e.g., Al-Khatib, 1999). This study aims to report Taiwanese jokes and their sociological functions that people in Taiwan attempt to communicate in jokes. Besides, this study will report what the typical topics and characteristics of Taiwanese jokes are and how language teachers can apply English jokes to make their students familiar with the social structures of the other nations. Through three examples of typical Taiwanese jokes, this study constructs and analyzes the mechanisms and structures in the jokes, and explains why these jokes would sound funny from Martinewu's (1972) views. The reader of this paper will gain an access to understand the characteristics of Taiwanese jokes and recognize the social backgrounds of Taiwan where the jokes are developed. Moreover, the language teachers will be informed about an effective pedagogy designed in this study in terms of reducing learning anxiety and raising language proficiency through high motivations due to holistic joke pedagogy. [This paper was published in: Proceedings of the 2009 International Symposium and Book Fair on Applied English Teaching, p281-292.]
The Didactic Principles and Their Applications in the Didactic Activity
Author: Marius-Costel, Esi
Date: 2010-09-00
Type: Journal Articles
Subjects: Educational Principles,Student Participation,Learning,Access to Education,Theory Practice Relationship,Intuition,Systems Approach,Feedback (Response)

The evaluation and reevaluation of the fundamental didactic principles suppose the acceptance at the level of an instructive-educative activity of a new educational paradigm. Thus, its understanding implies an assumption at a conceptual-theoretical level of some approaches where the didactic aspects find their usefulness by relating to value principles. This situation expresses in fact focus on the formative side specific to the process of didactic communication. Therefore, the understanding of the didactic principles emphasizes concrete modalities of completing the educational activities. (Contains 2 tables, 2 figures, and 3 footnotes.)
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Connecticut
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Effectiveness,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Connecticut edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Connecticut is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed five goals, met a small portion of five, partially met three and nearly met two. Connecticut's best performances are in its effective induction for new teachers and its efforts to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in ensuring only factors that advance teacher effectiveness are required for permanent licenses, ensuring its pension system is neutral and strengthening some policies regarding teacher compensation. Connecticut's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Connecticut has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission.  For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. District of Columbia
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the District of Columbia edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While the District of Columbia is making progress toward meeting a few of the goals, it lags behind other states in most others. It completely missed 12 goals, met a small portion of one, partially met one and nearly met one. The District's best performance is in its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. Remaining work includes making tenure decisions meaningful, strengthening policies regarding teacher compensation issues, ensuring its pension system is neutral and fair, and articulating consequences for teachers with unsatisfactory evaluations. The District of Columbia's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the District's strengths and weaknesses in each area. District of Columbia has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. California
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the California edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While California is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of three, partially met four, nearly met two and fully met two. California's best performances are in its support of teacher compensation for related prior work experience and differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful, ensuring its pension system is neutral and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. California's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. California has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Arkansas
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Arkansas edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Arkansas is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed six goals, partially met four, nearly met two and fully met three. Arkansas's best performances are in its effective induction for new teachers, its support of differential pay in shortage subject areas and high-needs schools, and performance pay. The state has the most work to do in requiring instructional effectiveness in teacher evaluations; making tenure decisions meaningful; ensuring its pension system is portable, flexible and fair; and strengthening some policies regarding teacher compensation. Arkansas's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Arkansas has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 tables.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Alabama
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Alabama edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. Overall, Alabama has done a good job in meeting some of the goals; however, significant room for improvement remains in several others. The state completely missed six goals, partially met five, nearly met one and fully met three. Alabama's best performances are in its effective induction for new teachers, its support of performance pay and its requirement of multiple formal evaluations for new teachers. The state has the most work to do in making tenure decisions meaningful, ensuring only factors that advance teacher effectiveness are required for permanent licenses and strengthening some policies regarding teacher compensation issues. Alabama's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Alabama has an overall performance of C for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support was provided by The Teaching Commission. For the national report, see ED514690.]