ethanporcaro/eric-fulltext-meta huggingface dataset:
Characterization of Autonomous Work in a Chilean English Pedagogy Program: Teachers&apos; and Freshmen&apos;s Perspectives
Author: Correa-Pérez, Roxanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Personal Autonomy,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Teacher Education Programs,College Faculty,Language Teachers,Teaching Methods,Foreign Countries,Content Analysis,Instructional Design,Student Attitudes,College Freshmen,Independent Study,Learning Activities,Time on Task,Comparative Analysis

Autonomy in language learning is recognized as a basic skill language learners need to develop. This study describes the autonomous work activities university students carry out in a first-semester course of an English teaching program, and the amount of time they invest in each of these activities. Moreover, it describes the teachers' perspective on students' autonomous work. It is a descriptive mixed study with an exploratory scope. The study considers data generated through the application of a questionnaire and an in-depth interview to 48 freshmen from an English Pedagogy Program, as well as a questionnaire and a focus group applied to eight English teachers from the same program. The qualitative data were analyzed through content analysis method; and the quantitative data, through a frequency method of analysis. The analysis reveals that there is an imbalance between the time teachers estimate students devote to autonomous work and the real time students declare to invest in it. In relation to students autonomous work activities, it can be concluded that they concentrate on activities which are less stressful and the ones they do not need to interact with teachers. This study provides empiric information that could be useful to design courses that consider autonomous work.
Towards Healthy Schools: Reducing Risks to Children
Author: Healthy Schools Network, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Child Health,Health Promotion,Grants,State Aid,Hazardous Materials,Climate,Ecology,Environmental Influences,Child Development,Educational Environment,Risk Management,Water Pollution,Public Health,Intervention,Prevention,Public Schools,Student Characteristics,Institutional Characteristics,School Construction,School Buildings,School Policy,Allergy,Maintenance,Conservation (Environment),Pollution,Health Insurance,Diseases,Attention Deficit Hyperactivity Disorder,Financial Support,Special Education,Expenditure per Student

&quot;Towards Healthy Schools: Reducing Risks to Children&quot; is the fourth in a series of triennial state of the states' reports from Healthy Schools Network and its partners in the Coalition for Healthier Schools, dating from 2006. Previous reports assessed state-by-state environmental health hazards at schools, offered compelling personal narratives from parents and teachers, and provided data needed to assess the subsequent impact on children's health. The last report, &quot;Towards Healthy Schools 2015&quot;, went deeper into specific issues such as asthma, and fracking and well water, while also using federal poverty statistics--e.g., the number of children in a school eligible for free or reduced-price meals--as a proxy for poverty and to highlight essential inequities and injustices. It also highlighted how greener, cleaner, healthier schools promote attendance and achievement. Yet, no state publishes information regarding children at risk due to school and/or child care center environmental hazards. To drive home the national scope of the hidden environmental health crisis faced by children, this new report features published media reports on environmental conditions from every state in the nation. From Alabama, where Bay Minette parents threatened to keep their children home to avoid exposing them to asbestos, to Wyoming, where grass fires endangered students at South High, it is a disturbing summary, highlighting the fact that across the country teachers, parents, and guardians, and the children themselves, face numerous and serious unexamined and unaddressed risks to health and learning which are rarely acknowledged by public agencies. [For the 2015 report, &quot;Towards Healthy Schools 2015: Progress on America's Environmental Health Crisis for Children,&quot; see ED541346. Support for the narrative introduction was provided by W.K. Kellogg Foundation, National Institute of Environmental Health Sciences, Education Facilities Clearinghouse, The California Endowment, Park Foundation, and Mid-Atlantic Center for Children's Health and the Environment. Contributors to the national data, state commentaries, and special topics are acknowledged on pages 4-5 of the PDF.]
The Relation between Organizational Identification, Hope and Perceived Stress of Students in Sports Sciences Faculty
Author: Sucan, Serdar
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Stress Variables,Athletics,Identification,Institutional Characteristics,Predictor Variables,Foreign Countries,College Students,Physical Education

The aim of this study was to determine the relationship between the students' level of organizational identification, level of hope and perceived stress. The study group consisted of 280 students studying at the Faculty of Sport Sciences of Erciyes University in 2017-2018 academic year. When we look at the students' demographic information; 63.6% male; 34.6% coaching department; 45.7% between the ages of 24-26; 58.9% stay in dormitory; 65.1% were middle income level. Participants were administered the Organizational Identification Scale (OIS), Perceived Stress Scale (PSS-10) and Adult Hope Scale (AHS). As a result of the correlation analysis, there was a positive and significant relationship between the organizational identification and level of hope scores of the students (p&lt;0.01). In addition, there was a high and negative correlation between organizational identification and perceived stress scores of coaches (p&lt;0.01). As a result of the regression analysis, the level of hope of the students on organizational identification; on the level of organizational identification of students; the perceived stress of the students was a significant predictor of the level of hope (p&lt;0.01).
Lexical Formation Error in the Descriptive Writing of Indonesian Tertiary EFL Learners
Author: Ginting, Siti Aisah
Date: 2019-01-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Error Patterns,Writing (Composition),Foreign Countries,Grammar,College Students,Morphemes,Computational Linguistics,Error Analysis (Language),Writing Evaluation,Morphology (Languages)

This study was aimed at identifying the kinds and frequency of formal errors on Indonesian English as a Foreign Language (EFL) learners' descripting writing. Therefore, descriptive analysis research design was implemented to achieve the objective. The data were collected from the descriptive writing of university students in Indonesia (N = 40). Then, the data were computerized and tabulated by using descriptive statistic (frequency and percentage) in SPSS version 21. The result of this study presents that from 223 errors, suffix was the most frequent formal errors (32.29%) in Formal Misselection, followed by calque (22.87%) in Formal Misformations and omission (12.56%) in Distorsion. In conclusion, most of the students have considerable difficulty in forming the correct form of the words. Therefore, to produce an excellent descriptive writing, the students are suggested to learn and practice more on words formations (grammar).
Leadership Characteristics of Football Coaches
Author: Acet, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Team Sports,Leadership Qualities,Foreign Countries,Educational Background,Educational Attainment,Teaching Experience,Age Differences,Leadership Styles

In this study, the aim was to investigate leadership characteristics of football coaches who was member of Turkish Football Coach Association according to some variables. With this aim, Leadership Scale for Sport was applied to 144 football coaches in coach development seminar which was organized by Turkish Football Coach Association. Leadership Scale for Sport developed by Chelladurai and Saleh (1980) to evaluate athletes' perception of coaches' behaviors, their leadership style or how athletes perceive their behaviors in 5 subscales. According to the data collected from research group, there were not significant differences on age and coaching certificate variables (p&gt;0,05); but there were significant differences on coaches' education situation and their experiences. With reference to this, in educational and teaching subscale coaches graduated from high school had significantly higher scores than bachelor graduated coaches (p&lt;0,05;t=1,852). Additionally, it was observed that less experienced coaches had significantly higher scores in autocratic behavior than more experienced coaches (p&lt;0,05; F=2,305). As a result, it is necessary that coaches giving direction to country football, should have leadership characteristics. There were not significant differences on age and coaching certificate variables on leadership subscales, but it could be observed high school graduated coaches could have more educational and teaching behaviors. The reason could be high school graduated coaches was feeling more need to improve themselves. Also, it was expected result that younger coaches have been more autocratic than more experienced coaches, because they have been into effort to prove themselves.
GED® Program Educator Handbook: Everything You Need to Prepare Students for the GED® Test. Edition 4.1
Author: American Council on Education, GED Testing Service
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: High School Equivalency Programs,Equivalency Tests,Test Preparation,Career Readiness,College Readiness,Scores,Test Wiseness,Testing Programs,Language Arts,Mathematics Tests,Science Tests,Social Studies,Testing,Educational Strategies

The GED® test was built from the ground up to give students a test that measures the skills they need to succeed. The test focuses on the foundational knowledge and skills needed for career- and college-readiness, so colleges and employers know that students who pass the GED® test have the skills to excel on the job or in the classroom. This Educator Handbook is organized into the following four chapters: (1) The GED® Test -- A Closer Look; (2) What Scores Look Like; (3) Strategies for Teaching the Test; and (4) See If Your Students Are Ready.
Factors Hindering Indonesian Lecturers from Publishing Articles in Reputable International Journals
Author: Arsyad, Safnil
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Publishing,Writing for Publication,Barriers,Periodicals,Self Esteem,Time Management,English (Second Language),Teacher Attitudes,Incentives,Difficulty Level

The purpose of this study is to investigate the possible factors inhibiting the university lecturers or professors in Indonesia from publishing their research results in reputable international journals in English. The research used a mixed (quantitative and qualitative) method, employing a national survey and indepth interviews with selected lecturers and researchers in five different universities in Indonesia (i.e., Bengkulu University, Padang State University, Makasar State University, Unika Atma Jaya University and Mataram University). The results show that three main factors have hindered the lecturers from submitting their articles to reputable international journals: lack of self-confidence on the quality of their own research and article, finding it very difficult and very time consuming to prepare an article in English and no adequate reward for those who can successfully publish in reputable international journals. However, the majority of them have a positive attitude toward international journal publication for their own benefits or for the sake of their institution.
Post-Secondary Arabian Gulf Students and Their State of English: Common Grammatical, Spelling, and Pronunciation Errors
Author: Khan, Jalal Uddin
Date: 2019-01-30
Type: Journal Articles
Subjects: Grammar,Spelling,Pronunciation,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,College Students,Error Patterns,Writing (Composition),Speech Communication,Student Improvement,Arabs,Foreign Countries

Having hardly learnt any English or having at best learnt wrong English (which is worse than no English) during their junior and secondary school years and having little or no exposure to English outside their classrooms, and partly due to certain weaknesses and shortcomings in what the teachers teach and how they teach, college students in some Arabian Gulf countries, with few exceptions, of course, continue to make (even after five years of English) silly, sloppy, lousy, and awkward errors/mistakes--grammatical, spelling, and pronunciation--in writing as well as speaking. The density of such errors is ridiculously high. This article provides some details and makes some suggestions about how to help students improve.
Elevating Equity for Social Mobility: Examples of Equity-Focused Practices and Partnership
Author: Navarette, Lizette
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Social Mobility,Community Colleges,Equal Education,Educational Finance,Partnerships in Education,Two Year College Students,Educational Policy,State Legislation,Educational Legislation,Educational Practices,Student Personnel Services,Academic Support Services

Historic inequality along with contracting social mobility in the U.S. have exacerbated the challenges facing students, families, and the community colleges that serve them. And despite some recent progress among students from traditionally underrepresented and underserved populations, the achievement gap persists. The purpose of this paper is not to reflect on how students may come from poverty or disenfranchised communities, or even how underprepared they are for college and the world of work. Instead, this paper aims to reflect on institutions and how faculty, staff, administrators and trustees of the &quot;system&quot; need to see their own role (intentionally or unintentionally) in perpetuating the inequities, or more importantly, in helping to achieve student equity. This report builds on the papers &quot;Practically Speaking: Community College Practices That Help (Re)define Student Support&quot; (ED548259) and &quot;Student Support (Re)defined&quot; (ED548257). The goals of this policy paper are the following: (1) Make the case for continued, focused funding for student equity; (2) Provide some tools and recommendations for colleges to implement, integrate, and institutionalize their equity plans to achieve groundbreaking outcomes; and (3) Encourage a statewide, open and honest conversation about student equity. In addition, this paper: (1) Provides a historical perspective of the circumstances in law and policy as they relate to community colleges that have led us to this point; (2) Provides some observations made by the RP Group and League Staff on student equity activities that seem promising; and (3) Provides examples of equity-focused partnerships. [For &quot;Practically Speaking: Community College Practices That Help (Re)define Student Support,&quot; see ED548259. For &quot;Student Support (Re)defined,&quot; see ED548257.]
The Effectiveness of English Club as Free Voluntary Speaking Activity Strategy in Fostering Speaking Skill in Saudi Arabia Context
Author: Elnadeef, Elsadig Ali Elsadig
Date: 2019-01-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Foreign Countries,Critical Thinking,Persuasive Discourse,Speech Communication,Consciousness Raising,Anxiety,College Students,Clubs,Communication (Thought Transfer),Class Activities,Remedial Instruction,Native Speakers,Phonology

This study investigates the significance of English club in fostering speaking skill in Saudi Arabia context. It hypothesizes that Saudi university students are enthusiastic to learn authentic English and English club as free voluntary speaking activity with low anxiety assists Saudi university students practice English joyfully. This study aims at identifying the advantages of activating English club in promoting speaking skill and raising university English teachers' awareness of the importance of using it. The study method used was the descriptive analytic method. The study concludes that English club assists Saudi students be free from language anxiety and traditional boring routine classroom activities, it helps them practice speaking English joyfully and English club fosters critical thinking, persuasive and argumentative skills among students. It recommends that English club should be scheduled as the essential part of a course in the semester not as academic activity, English club should conduct remedial classes concerning speaking strategies and skills which assist students communicate tactfully and the native speakers should help conduct the English club in order to create realistic language context in terms of phonological aspect.
Annual State of Public Education Report, SY 17-18
Author: Guam Department of Education
Date: 2018-10-00
Type: Reports - Research
Subjects: Public Education,Student Characteristics,Academic Achievement,Graduation Rate,Dropout Rate,Educational Assessment,Preschool Education,Accountability,Budgets,Expenditures,Educational Finance,Elementary Schools,Middle Schools,High Schools,School Effectiveness,Achievement Tests,Students with Disabilities,Alternative Assessment,Special Education,Testing Accommodations,School Personnel,Elementary School Students,Middle School Students,High School Students,Preschool Children,Certification

The Guam Department of Education (&quot;GDOE&quot;) presents this report in compliance with Guam Public Law (PL) 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report (&quot;ASPER&quot;): (1) Demographic information on public school children in the community; (2) Information pertaining to student achievement, including Guam-wide assessment data, graduation rates and dropout rates, including progress toward achieving the education benchmarks established by the Board; (3) Information pertaining to special program offerings; (4) Information pertaining to the characteristics of the schools and school staff, including certification and assignment of teachers and staff experience; (5) Budget information, including source and disposition of school operating funds and salary data; and (6) Examples of exemplary programs, proven practices, programs designed to reduce costs or other innovations in education being developed by the schools that show improved student learning. GDOE first initiated the collection and reporting of student, staff, and administrative data in 1996 when the first Annual District and School Report Cards were developed and disseminated. In providing information on the characteristics of schools and performance of students, reports of this nature have served as a means for identifying strengths and challenges of the district, while highlighting the collaborative efforts to bring the vision that all GDOE students will be respectful, responsible and ready for life. This year's report is divided into the following sections: (1) Introduction; (2) District Profile; (3) Assessments and Outcomes; (4) Pre-K Program; (5) Graduation and Drop Out Rates; (6) Personnel Quality and Accountability; (7) Budget and Expenditures; (8) School Exemplary Programs and Achievements; and (9) Appendices. [For the 2016-2017 report, see ED589742.]
Systemic Equity Review Framework: A Practical Approach to Achieving High Educational Outcomes for All Students
Author: Fabillar, Eliza
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Achievement Gap,Public Schools,Audits (Verification),Models,Improvement Programs,Data Collection,Educational Change,Data Use,Curriculum Development,Partnerships in Education

Education Development Center's (EDC) systemic equity review framework helps education leaders take a deeper look at inequities in order to understand the complex systems that affect student performance. While equity audits have historically played a role in curriculum assessments and state accountability systems, achievement gaps by race and class persist in U.S. public schools. Our equity review is distinctive in that we integrate traditional forms of data collection with educational ethnography, a human-centered method that allows for a holistic perspective on equity assets and challenges. In our efforts to re-conceptualize equity assessments, EDC has created a three-phase model to guide the work: (1) Review equity assets and challenge; (2) Develop a theory of action; and (3) Develop and implement an equity improvement plan.
Employing TBL and 3PS Learning Approaches to Improve Writing Skill among Saudi EFL Students in Jouf University
Author: Mugableh, Ahmad Ibrahim
Date: 2019-01-31
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Vocabulary Development,Pretests Posttests,Writing Skills,College Students,Writing Improvement,Writing Instruction,Prior Learning,Scores,Task Analysis,Control Groups,Experimental Groups,Writing Evaluation,Connected Discourse,Teaching Methods

Learning the writing skill is a challenging task for second or foreign language learners. This difficulty stems from the fact that students required multiple skills and knowledge while writing. They need, for example, enough vocabulary inventory, grammar knowledge, and other discourse strategies to organize the text. Students are also in need for background knowledge about the subject matter of the writing task, so they generate their ideas accordingly. To achieve all these targets and to meet the challenges, a need for an approach that meets the requirement of the written task and enhances the students' abilities and linguistic background is a must. The aim of this research is to investigate two of the available approaches; namely, the TBL approach and the conventional 3Ps model, to improve Saudi EFL students' writing skill in Jouf university. The focus is on finding out the effect of the two approaches, the differences between them, and what are the aspects of improvement that TBL approach can achieve. The data were collected experimentally through writing pretest and posttest after students received training using the two approaches for 6 weeks. The findings revealed that using TBL approach is significantly effective in learning writing skill. It was also found that TBL approach is more effective than the conventional model. Furthermore, findings demonstrated that employing TBL approach on teaching Saudi EFL students' writing skills improved five writing sub-skills including organization, content, mechanism, grammar, and vocabulary with the organization and content the most improved areas.