ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Perceptions of &quot;Administration&quot; and &quot;School Principal&quot; Reflected through Metaphors
Author: Aakyol, Bertan
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Administration,Principals,Figurative Language,College Seniors,Foreign Countries,Phenomenology,Content Analysis,Qualitative Research,Questionnaires,Administrator Role,Administrator Characteristics

This study aims to present pre-service teachers' perceptions of &quot;administration&quot; and &quot;school principal&quot; reflected through metaphors; a purpose based on the fact that although they are trained in educational administration with only one course at university, pre-service teachers who are trained in the faculties of education constitute the group with the highest potential for becoming educational administrators in Turkish education system. The study group is the 4th grade (senior) university students who were chosen by means of criterion sampling method and who study at Preschool Teaching, Primary School Teaching, Social Sciences Teaching, Science Teaching, Music Teaching, Art Teaching, Psychological Counseling and Guidance programs at Adnan Menderes University. The criteria were the students' year of education and the course of Turkish Education System and School Management they take during their higher education. In this study which is based on phenomenology research design, a written form was used as the data collection tool aiming the perception of pre-service students for administration and school principal through metaphors. After the content analysis of the data gathered through written forms, it has been found out that pre-service students have mostly positive perceptions of administration and school principal concepts and administration is perceived to a more authoritarian structure while school principal and administration are considered equal in terms of responsibility.
Gender Differences in Foreign Language Anxiety at an Ethiopian University: Mizan-Tepi University Third Year English Major Students in Focus
Author: Gerencheal, Berhane
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Anxiety,English (Second Language),Second Language Instruction,Majors (Students),Correlation,Achievement Tests,Interviews,Language Skills,Interpersonal Communication,Mixed Methods Research,Statistical Analysis

This study mainly investigated the possible differences of English language anxiety between female and male students. The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), consisting of 33 items was administered to the entire population (28 females and 50 males) of English major third year students at Mizan-Tepi University to measure their anxiety level. The students' first semester English final examination result was used to determine the association between English classroom anxiety and English achievement test result in female and male students. Interviews were also made with six students (top three anxious from each gender) to validate the quantitative results, especially the most potential causes of anxiety in females and males. To this end, descriptive statistics, t-test, and Pearson's Moment Correlation Coefficient were used to answer the research questions. According to the findings of the study, it was found that females had higher anxiety level in their English classes than their counterpart males. Using the t-test, it was also found that students' anxiety were significantly vary by their gender. The Pearson's Moment Correlation Coefficient showed that there was a significant negative relationship between students' foreign language anxiety and their English achievement, though the debilitative effect of English anxiety were more serious in females with compared to males. Finally, speaking in front of others for females and fear of making mistakes for males were found the most potential causes of anxiety. The findings of this study demonstrated that significant gender differences in foreign language anxiety were found. Possible recommendations aimed at reducing students' anxiety and enhancing their engagement were also suggested.
I&apos;m Glad It&apos;s Correct, but Does It Make Sense? Formulation of Meaning in Compositions of South Korean EFL Learners
Author: Schenck, Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Communication Skills,Verbs,Language Usage,Language Proficiency,Grammar,Translation,Semantics,Communicative Competence (Languages),College Students,Language Tests

While educators in South Korea have identified a need to change outdated practices of language pedagogy, continued utilization of the grammar-translation approach has perpetuated communication problems in a South Korean EFL context. To provide clinical analysis needed for effective reform, literal, figurative, and discursive aspects of formulaic language were studied in Korean EFL compositions from the Gachon Learner Corpus (GLC). Frequency values for 43 collocations related to the verb &quot;make&quot; were tallied by proficiency level and examined for patterns in usage. Most formulaic elements, with the exception of speech formulas for causation or force, were poorly represented, revealing little figurative or discursive expression of meaning. Results suggest that, at all levels, small lexical chunks are pieced together to form larger collocations via an overly simplistic (and literal) process of form-to-meaning mapping. Overemphasis of the grammar-translation method appears to produce compositions with long chains of information, loosely related by &quot;fuzzy&quot; semantic connections to adjacent lexical features.
Exercise for Adolescents with ASD. Autism at-a-Glance
Author: Verstrat, A.
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Exercise,Behavior Modification,Readiness,Learner Engagement,Psychomotor Skills,High School Students,School Personnel,Family Role

Exercise can be an effective way to promote positive behaviors in adolescents with Autism Spectrum Disorder (ASD). Research has demonstrated that an increase in physical exertion can lead to improvements for adolescents with ASD in four areas: (1) Behavior (decreasing or eliminating behaviors that interfere with the individual's ability to learn); (2) School Readiness (performance during an academic task); (3) Academic Engagement (active participation in academic tasks); and (4) Motor skills (movement or motion, including both fine and gross motor skills, and sensory functioning). This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in understanding the benefits of exercise for adolescents on the autism spectrum, as well as provide tips and resources to help create successful exercise routines.
Supporting Success and Safety in Relationships. Autism at-a-Glance
Author: Szidon, K.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Friendship,Peer Relationship,Dating (Social),Safety,Skill Development,Readiness,Interpersonal Competence,School Personnel,Role,Family Role,Guides,High Schools,Sexuality

Like other teens, many teens on the autism spectrum desire friendships and romantic partners. Due to challenges with social communication, some teens with Autism Spectrum Disorder (ASD) may have limited experience dating and could benefit from explicitly learning skills associated with successful and safe dating experiences. Teens with ASD may benefit from developing skills in the following areas: basic dating readiness skills, safety skills related to dating, and social skills related to dating. School staff and families both play important roles in supporting these skill areas. This &quot;Autism at-a-Glance&quot; was designed to support high school staff, family members, and individuals on the autism spectrum in understanding and supporting success and safety in dating relationships.
Lecturer&apos;s Attitude towards Advance Technology and Its Impact to the Learning Process: Case Study in Tangerang City Campuses
Author: Mardiana, Harisa
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Teacher Attitudes,Questionnaires,Observation,Interviews,Knowledge Level,Age Differences,Gender Differences,Foreign Countries,Likert Scales,Statistical Analysis,Hypothesis Testing,College Faculty,Case Studies

This research aimed to determine the qualifications of lecturers in the field of social science depended on the use of advance technology, especially the power points, the Internet, and social media site. The problem that some of the lecturers preferred to use the traditional way of teaching, such as whiteboard and marker, lectures. This study research was to observe the categories of lecturers' knowledge, ages and gender in using technology in the classroom. Also we sought lecturers' difficulty in using technology to conduct the teaching and learning process in the classroom. The research design in this study was a quantitative method, with giving questionnaires to 107 lecturers in Tangerang City campuses. Data collection technique was taken by conducting observation, questionnaires and interview and data analysis. The result of this study research showed that there are 5 categories of lecturers' attitudes towards advance technology based on their knowledge, ages and gender. And the purpose of the study research is to give an opportunity to increase lecturers' qualifications for 21st century learning process and to leverage advance technology in campuses which it is to deliver contents and to engage students and lecturers learning process in ways not previously possible.
Motivation Matters: How New Research Can Help Teachers Boost Student Engagement
Author: Headden, Susan
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Student Motivation,Intervention,Self Esteem,Socialization,Emotional Development,Teaching Methods,Educational Improvement,Rewards,Academic Achievement,Incentives,Sense of Community,At Risk Students,Academic Failure,Teacher Student Relationship,Common Core State Standards,Teacher Effectiveness

Quitting in the face of hard work is never the response a teacher wants to see, but it's one that threatens to become more common as academic pressures rise. The new Common Core State Standards, the latest in a decades-long effort to drive educational improvement, soon will be setting unprecedented expectations for the performance of students, teachers, and schools. Reaching the Common Core bar will require more effective instruction than many students have traditionally received, along with assessments aligned to the standards. Students will also require something else: the motivation to meet the Common Core demands. As the academic requirements rise, so too must students' willingness to take on increasingly difficult tasks and to persist through the failures that often precede success. Motivating students, studies show, is already a considerable challenge. This report aims to help educators and policymakers understand the complex topic of student motivation. Key terms are defined, new research findings are discussed, and promising classroom strategies for improving students' engagement in learning are examined. The report is organized according to three major factors that contribute to student motivation: rewards and value, academic mindsets, and school-based relationships. It also explores the structural supports--measurement systems, teacher training, and the translation of research into practice--necessary for the scaling and long-term success of this work. A Bibliography and Glossary are provided.
Pathways Post-Participation Outcomes: Preliminary Findings. Carnegie Math Pathways Research Brief
Author: Norman, Jon
Date: 2017-03-00
Type: Reports - Research
Subjects: Outcomes of Education,Community Colleges,Remedial Mathematics,Mathematics Achievement,Student Improvement,Delivery Systems,Teaching Methods,College Transfer Students,Educational Attainment,Comparative Analysis,Matched Groups,Student Records,Graduation Rate,Academic Persistence

The Carnegie Foundation for the Advancement of Teaching's Math Pathways seek to improve outcomes for community college students who take remedial math courses. The Pathways include two comprehensive instructional systems--Statway® and Quantaway® and are described in this report. They are designed to support students to achieve the necessary math credits, and ultimately, earn a degree or other credential, either at a two- or four-year institution. This report presents initial findings related to degree attainment and transfer for Pathways students. The goal of Quantway is to prepare students for success in college-level mathematics and to develop quantitatively literate students. Quantway 1 is focused on quantitative reasoning that fulfills developmental requirements of traditional developmental mathematics classes in a single semester or quarter. In 2012, Quantway 2 was added to create a complete Pathway to college credit. Results presented in this paper focus only on the post-participation effects of Quantway 1. As follow-on data for Quantway 2 becomes available, a subsequent report will be issued. Statway is focused on statistics, data analysis, and causal reasoning. It combines developmental mathematics and college-level statistics in a seamless and consecutive two semester or quarter program that allows students to fulfill both developmental and creditbearing mathematics in a single academic year. Statway is designed to teach mathematics skills that are essential for a growing number of occupations in which decision-making under conditions of uncertainty is a part of daily work.
Getting to Know Your Criterion: Examining College Course Grades and GPAs over Time
Author: Marini, Jessica
Date: 2018-00-00
Type: Reports - Research
Subjects: Higher Education,Grading,College Students,Student Characteristics,Institutional Characteristics,Intellectual Disciplines,Trend Analysis,Scores,Selective Admission,Predictor Variables,College Entrance Examinations,Longitudinal Studies,College Freshmen,Student Records

This study investigated differences in college grading practices (first-year grade point average and course grades) by student and institutional characteristics and by academic discipline to inform and improve our understanding and use as among the most commonly employed criteria in validity and college readiness research. In addition, trends in college grades were examined over a five-year period to determine the stability of these grading differences. Findings show that there were small increases in overall FYGPA from 2007 to 2011 and that FYGPA tended to vary by student and institutional subgroups. There were also major differences in average course grade by academic discipline and these differences remained after controlling for students' SAT® scores and institutional selectivity. These findings can serve to contextualize higher education research studies that include college grades as predictors and/or outcomes and can ultimately inform and impact key educational benchmarking and policy work at local and national levels.
Postsecondary Course Performance of AP® Exam Takers in Subsequent Coursework
Author: Wyatt, Jeff
Date: 2018-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,High School Students,Scores,College Credits,College Students,Comparative Analysis,Grades (Scholastic),Student Placement,Intellectual Disciplines,Computer Science,Macroeconomics,Language Arts,Literature,Writing (Composition),Environmental Education,Civics,Geography,Music Education,Mechanics (Physics),Physics,Energy,Magnets,Psychology,Statistics,Educational Indicators,Student Characteristics,Institutional Characteristics,Racial Differences,Ethnicity,Gender Differences,Parent Background,Educational Attainment,College Entrance Examinations,Grade Point Average

The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses and are typically able to take more advanced courses in the same subject area. In this study, we compare the subsequent course performance of AP Exam takers who placed out of an introductory college course to students who did not take the AP Exam and completed the introductory course at their respective institutions. Results indicate that AP Exam takers, on average, earn the same or statistically significant higher grades in subsequent courses within the same subject area than do students completing the equivalent introductory coursework at their institution. Results provide evidence that AP Exam scores are valid indicators for course credit and placement decisions. The AP Exams covered in this report are: (1) AP Computer Science A; (2) AP Macroeconomics; (3) AP Microeconomics; (4) AP English Language and Composition; (5) AP English Literature and Composition; (6) AP Environmental Science; (7) AP United States Government and Politics; (8) AP Comparative Government and Politics; (9) AP Human Geography; (10) AP Music Theory; (11) AP Physics C: Mechanics; (12) AP Physics C: Electricity and Magnetism; (13) AP Psychology; and (14) AP Statistics.
Toward an Integrated Approach to Language, Culture and Communication in the Foreign Language Classroom
Author: Ennis, Michael
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Integrated Activities,Second Language Instruction,Second Language Learning,Cultural Relevance,Multicultural Education,Communicative Competence (Languages),Cultural Awareness,Teaching Models

In response to the realization of the need to develop cultural awareness and intercultural communication competence, recent trends in education policy and pedagogy in the U.S. and the EU have sought to integrate more culture into foreign language curricula. While the theoretical foundations of this trend are accepted as indisputable, the paper takes issue with the continued separate treatment of language and culture in the classroom and, especially, any preferential treatment of culture over language. Rather than culture being at the core of foreign language education, the paper argues that language should be at the core of intercultural education (IE). After outlining the basic tenets and insights of the culture movement in foreign language pedagogy and second language acquisition, the paper builds upon watershed scholarship (e.g. Claire Kramsch, Michael Byram and Milton and Janet Bennett) to introduce an over-arching framework for developing cultural awareness and intercultural communication competence, while maintaining the centrality of language and therefore the need to develop both linguistic and communicative competence in the foreign language. The model is intended solely as an example for what might be developed from the bottom-up in various educational contexts, and not as a universal prescription for teaching language and culture concurrently. [This paper was published in: E. Nash, N. C. Brown, &amp; L. Bracci (Eds.) (2015), &quot;Intercultural horizons volume III: Intercultural Competence: Key to the New Multicultural Societies of the Globalized World&quot; (pp. 3-33) New Castle upon Tyne, England: Cambridge Scholars.]
The Transfer Maze: The High Cost to Students and the State of California
Author: Bustillos, Leticia Tomas
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Costs,College Transfer Students,Higher Education,Educational Finance,Public Colleges,Two Year College Students,Community Colleges,College Students,Institutional Cooperation,State Aid,Enrollment,Associate Degrees,Student Diversity,Time to Degree,Barriers,Remedial Instruction,Governance,College Administration

California cannot produce the educated population our workforce and high-tech industries demand without significantly increasing the number of community college students transferring to universities. A strong transfer system is crucial not just for employers who need educated workers, but also for students seeking a clear and affordable path to earning a bachelor's degree as their best bet toward reaching the middle class and experiencing upward economic mobility in this economy. Concerns about the cost of college and state funding for higher education demand that our college leaders and policymakers eliminate the transfer maze and improve the transfer pathway for students. Doing so ensures that college remains accessible and affordable while simultaneously making the best use of taxpayer dollars. This report highlights the critical role transfer plays in producing college graduates and providing economic opportunity, and the unnecessary barriers that impede transfer for far too many Californians, resulting in high costs to students and the state. [This report was written with extensive contributions by Michele Siqueiros, Audrey Dow, and Jessie Ryan.]
Left Out: How Exclusion in California&apos;s Colleges and Universities Hurts Our Values, Our Students, and Our Economy
Author: Bustillos, Leticia Tomas
Date: 2018-03-00
Type: Reports - Research
Subjects: Values,State Colleges,State Universities,College Administration,Racial Distribution,Ethnicity,Gender Differences,Gender Issues,Race,Inclusion,Population Distribution,State Policy,Student Development,Leadership Training,Economic Impact,Educational Opportunities,Educational Benefits,Knowledge Economy

California's public colleges and universities are among the best, from the talent evident in the students to the groundbreaking research conducted by world-renowned faculty. They are also some of the most diverse in the nation. Left out from serving in vital positions of leadership, however, is a proportional representation of Asian Americans, Native Hawaiians, and Pacific Islanders (AANHPI), African Americans, American Indians and Alaska Natives (AI/AN), and Latinx. Students from these groups are the new majority attending our colleges and universities but experienced and credentialed professionals from these same groups are distinctly underrepresented when it comes to holding faculty and leadership positions in California's public colleges and universities. &quot;Left Out: How Exclusion in California's Colleges and Universities Hurts Our Values, Our Students, and Our Economy&quot; recognizes that a more culturally competent workforce is essential to meet the needs of California's future economy. The University of California (UC), the California State University (CSU), and the California Community Colleges (CCC) will be required to educate and produce the workforce of tomorrow. The challenge for higher education is having the capacity, the internal competence, and the commitment to produce a college-educated workforce that is representative of the state's population diversity when their own leadership and faculty ranks are far from diverse. [This report was written with extensive contributions by Abigail Bates.]
Language Policy in Algeria: An Outlook into Reforms
Author: Djebbari, Zakia
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Language Planning,Educational Policy,Foreign Countries,Language Research,Second Languages,Foreign Policy,Educational History,Semitic Languages,French,Afro Asiatic Languages,English (Second Language),Teaching Methods,National Curriculum,Second Language Learning,Second Language Instruction,Language Teachers,Faculty Development,Educational Change,Course Descriptions,Textbooks,Middle School Students,Secondary School Students

The query of language education policies in Algeria appears to be among the most crucial issues involved in current language research. It is believed that Algeria absorbed heavy colonial impact not only in its social life but also in its educational policy. The present paper attempts to deeply describe foreign language policy in Algerian education in general and at higher education in particular after the adaptation of the LMD system.