ethanporcaro/eric-fulltext-meta huggingface dataset:
Punctuation Marks Make a Difference in Translation: Practical Examples
Author: Mogahed, Mogahed M.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Punctuation,Role,Selection,Translation,English,Semitic Languages,Context Effect,Form Classes (Languages),Semantics,Rhetoric,Writing Skills,Communication (Thought Transfer),Sentence Structure

This article deals with the issue of using punctuation marks correctly. The misuse of punctuation marks affects meaning; therefore, it affects translation. As a result, the writer should pay more attention to punctuation marks and not to use them randomly. Simultaneously, the reader has to take care of the punctuation marks when interpreting a certain text for translation. The article tackles the jobs done by punctuation marks such as the use of the comma to set off nonessential information, the comma to set off interrupters, the comma separating direct-address expressions, the comma with short introductory statements and the comma before a relative pronoun. Moreover, the difficulties caused by lack of a comma will be discussed. The problematic use of comma before "and" will be handled. Cases in which no comma is needed in the target language will be provided. The current article provides some practical and illustrative examples, especially the comma and the full stop. Translation from English into Arabic and vice versa is considered.
Dual Enrollment: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative
Author: James Irvine Foundation
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: High Schools,Student Participation,College Credits,Dual Enrollment,Non English Speaking,Access to Education,Educational Policy,Career Development,Disproportionate Representation,Underachievement,High School Students,College School Cooperation,Minority Groups,Graduation Rate,Universities,Two Year Colleges,Academic Persistence

A three-year study tracking outcomes for approximately 3,000 students across California shows that career-focused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Dual enrollment, which allows high school students to take college courses and earn college credit, was once geared primarily toward high-achieving students seeking greater academic challenge. The Concurrent Courses initiative comprised eight programs involving 10 colleges and 21 high schools across California. Among participating students, 60 percent were students of color and 40 percent came from non-English speaking homes. Extensive evaluation shows that program participants, compared with other students in their districts, were: (1) More likely to graduate from high school; (2) More likely to transition to a four-year college rather than a two-year college; (3) Less likely to take basic skills courses in college; (4) More likely to persist in postsecondary education; and (5) Accumulating more college credits. Policymakers and community leaders can build on the lessons learned from the Concurrent Courses initiative and further reduce the barriers to program development and student participation. Based on the experience and outcomes attained in high schools and colleges across California, here are three high-value recommendations for state policymakers: (1) Remove funding penalties; (2) Make dual credit earning consistent and portable; and (3) Standardize broad student eligibility. [For the main report, &quot;Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Insight,&quot; see ED533756. For related report, &quot;Dual Enrollment for All: Reasons and Ways to Make It Work. Lessons for Educators and Administrators from the Concurrent Courses Initiative,&quot; see ED533755.]
Co-Teaching vs. Solo Teaching: Comparative Effects on Fifth Graders' Math Achievement
Author: Witcher, Melissa
Date: 2010-05-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Elementary School Mathematics,Grade 5,Mathematics Achievement,Educational Change,Federal Legislation,Educational Strategies,Elementary Schools,Action Research,Team Teaching,Regular and Special Education Relationship,Special Education Teachers,Teaching Conditions,Comparative Analysis

Current educational reform in K-12 schools in this nation is much driven by the No Child Left Behind Act. One central goal of NCLB is to &quot;bring all students (including special education children) up to grade level in reading and math, to close the achievement gap and to hold schools accountable for results&quot;(ed.gov). Varied innovative efforts are being undertaken by school systems to ensure they meet the NCLB mandate, and one such instructional strategy is co-teaching (McDuffie, Mastropieri, &amp; Scruggs, 2009). Co-teaching may have different names such as team teaching, parallel teaching, alternative teaching, or collaborative teaching, but the essential is having two qualified teachers in the classroom working together to plan, teach, and assess students learning (Dieker &amp; Murawski, 2003; Bouck 2007). But research on effects of co-teaching in elementary schools is emerging and inconclusive (Dugan &amp; Letterman, 2008). The purpose of this action research project was to compare the effects of co-teaching vs. solo teaching on students' academic achievement in the elementary school, specifically this research focused the comparative effects on fifth graders' math achievement. Participants of this study were the students of two fifth grade math classes in one elementary school, one with a regular education teacher (solo-teaching) and the other with the same regular education teacher and a special education teacher (co-teaching). Participants' math achievement as measured by both standardized and non-standardized tests including Unit tests, 120 Day test, CRCT, and ITBS) was analyzed for comparison. A series of unpaired t-tests was conducted comparing the various math scores of students in the two classes, solo teaching and co-teaching. No statistical significant difference was found, but noticeable differences in 9 out the 10 sets of math scores did seem to favor co-teaching. Results of the study indicate that co-teaching appears to have more positive effect on students' achievement in elementary schools. Due to limitations of this study (intact classes, no random selection of subjects, small sample size, teacher as researcher), further research is needed. (Contains 5 tables.)
Dual Enrollment for All: Reasons and Ways to Make It Work. Lessons for Educators and Administrators from the Concurrent Courses Initiative
Author: James Irvine Foundation
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Credits,Dual Enrollment,Non English Speaking,Career Development,Disproportionate Representation,Underachievement,High School Students,High Schools,Minority Groups,Comparative Analysis,Graduation Rate,Access to Education,Academic Persistence,Universities,Two Year Colleges

A three-year study tracking outcomes for approximately 3,000 students across California shows that career-focused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Dual enrollment, which allows high school students to take college courses and earn college credit, was once geared primarily toward high-achieving students seeking greater academic challenge. The Concurrent Courses initiative comprised eight programs involving 10 colleges and 21 high schools across California. Among participating students, 60 percent were students of color and 40 percent came from non-English speaking homes. Extensive evaluation shows that program participants, compared with other students in their districts, were: (1) More likely to graduate from high school; (2) More likely to transition to a four-year college rather than a two-year college; (3) Less likely to take basic skills courses in college; (4) More likely to persist in postsecondary education; and (5) Accumulating more college credits. This paper presents program recommendations from the Concurrent Courses initiative. [For the main report, &quot;Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Insight,&quot; see ED533756. For related report, &quot;Dual Enrollment: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative,&quot; see ED533753.]
Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Insight
Author: Hughes, Katherine L.
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: College Credits,Dual Enrollment,High School Students,Disproportionate Representation,Career Development,Low Income Groups,Postsecondary Education,Educational Change,High Schools,Barriers,Access to Education,Public Policy,Program Effectiveness,Educational Policy,Grade Point Average,Graduation Rate,College Choice,Academic Achievement

In 2008, The James Irvine Foundation launched the Concurrent Courses initiative to make dual enrollment programs--which allow high school students to take college courses and earn college credit--available to low-income youth who struggle academically or who are from populations historically underrepresented in higher education. This work advances its Youth program goal of increasing the number of low-income youth in California who complete high school on time and attain a postsecondary credential by age 25. When the initiative began, evidence already pointed to the benefits of dual enrollment for the high-achieving students normally exposed to these programs. In recent years, educators and policymakers have become increasingly interested in the potential of dual enrollment to improve educational outcomes for a broader range of students. At the same time, there is growing evidence that giving the programs a career focus adds relevance and interest and can re-engage students who may not envision themselves on a path to college and career. This aspect of the initiative reflects the core components of Linked Learning, Irvine's approach to comprehensive high school reform. In a time when the need for higher levels of education is rising, the Foundation is pleased to report good news: Evaluation of the Concurrent Courses initiative reveals that the participating students--those facing serious barriers to education and advancement--had better high school and college outcomes than comparison students. This report documents findings that initiative participants were more likely when compared to similar students who did not participate to graduate from high school, enroll in a four-year college and persist in postsecondary education. They also accrued more college credits than comparison students and were less likely to enroll in basic skills courses in college. The report also offers lessons learned through the initiative, including recommendations for effective dual enrollment practice and for public policies that would expand adoption of this beneficial approach to educational achievement. Appended are: (1) Site Summaries; and (2) Data Sources. (Contains 5 tables, 8 figures and 16 endnotes.) [For related reports, see &quot;Dual Enrollment for All: Reasons and Ways to Make It Work. Lessons for Educators and Administrators from the Concurrent Courses Initiative&quot; (ED533755) and &quot;Dual Enrollment: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative&quot; (ED533753).]
Climbing the Ladder of Reading Proficiency: The First Two Years of Atlanta's Dunbar Learning Complex
Author: Annie E. Casey Foundation
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Literacy,Early Childhood Education,Young Children,Educational Opportunities,Evaluation,Child Care,Child Development,Elementary School Students,Emergent Literacy

Every weekday morning, Director Steve White and 40 teachers welcome 206 children to the Early Learning and Literacy Resource Center (ELLRC) in Atlanta. Upstairs in the same building, Principal Karen Brown-Collier and 30 full-time teachers welcome 385 students to Dunbar Elementary School. These children and their parents are benefiting from an innovative learning complex that provides high-quality education to children from six weeks of age through fifth grade, ensuring that every child is: (1) Healthy and ready for school by age 5; and (2) Reading to learn by age 8. This unique educational model was launched in January 2010. Since then, 374 children, ages six weeks to PreK, have enrolled at the ELLRC and 385 are currently enrolled at Dunbar Elementary School, an Atlanta public school serving children from kindergarten through fifth grade. This report tells how a group of parents, educators, community-based service providers, funders, and education experts created this world-class learning complex with the ambition of permanently changing the trajectory of children living in poverty. It also shares the impact of those efforts, two years later, on children and their parents. (Contains 7 charts.)
Faculty Members' Understanding of Teaching Efficacy Criteria and It Relation to Their Characteristics
Author: Mehdinezhad, Vali
Date: 2012-07-00
Type: Journal Articles
Subjects: Self Efficacy,Foreign Countries,Communication Skills,Faculty Development,College Faculty,Questionnaires,Teacher Effectiveness,Correlation,Teacher Competencies,Student Evaluation,Knowledge Base for Teaching,Curriculum,Educational Environment,Educational Technology,Computer Uses in Education

This study, examining university teaching, is aimed to understand more about university faculty members' sense of teaching efficacy criteria, with the hope to provide insights for future strategies in faculty development training program universities and colleges. In this study, a descriptive and correlational survey is used. The population of this study was all faculty members at four state universities in Sistan and Baluchestan Province in Iran. The research instrument for the study was a questionnaire designated as The Faculty Teaching Self-Efficacy scale (FTSE). The findings showed that the faculty members felt efficacious in their work in the following criteria: communication skills, assessment, subject matters, curriculum and instruction, learning environment, and to implement technology. In other word, faculty members rated their teaching efficacy in all criteria as good. This study has also found relatively high positive correlation between criteria of teaching efficacy, and some significant differences for faculty members with different backgrounds. For example, faculty members with more than 20 years of experience have had good assessment skill in comparison with other groups. Faculty members in the education discipline had higher efficacy than their counterparts in some or even all dimensions of teaching efficacy. (Contains 8 tables.)
Relationships among Preservice Primary Mathematics Teachers' Gender, Academic Success and Spatial Ability
Author: Turgut, Melih
Date: 2012-07-00
Type: Journal Articles
Subjects: Academic Achievement,Visualization,Correlation,Spatial Ability,Mathematics Teachers,Algebra,Gender Differences,Preservice Teachers,Elementary School Mathematics,Foreign Countries

The aim of this work is to investigate relationships among pre-service primary mathematics teachers' gender, academic success and spatial ability. The study was conducted in Izmir with 193 pre-service primary mathematics teachers of Dokuz Eylul University. In the work, spatial ability test, which consists of two main sub-tests measuring spatial orientation and spatial visualization abilities, is used. In order to analyze the obtained data, descriptive statistics, Pearson product moment correlation coefficient and Mann-Whitney U test are used. The results indicated that pre-service primary mathematics teachers' spatial ability level is low; there is a positive relationship between spatial ability and academic success; there is no significant difference between spatial ability and gender and the abilities of spatial orientation and spatial visualization are positively correlated. Some important research questions are also proposed. Appendix A presents Sample Questions of Spatial Ability Test. (Contains 7 tables and 1 footnote.) [This article is based on the first author's PhD dissertation entitled &quot;The Effect of Technology Assisted Linear Algebra Instruction on Pre-Service Primary Mathematics Teachers' Spatial Ability&quot; at the University of Dokuz Eylul under the direction of the second author.]
Developing EFL Teaching and Learning Practices in Saudi Colleges: A Review
Author: Liton, Hussain Ahmed
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Official Languages,Language Role,Instructional Effectiveness,Learning Motivation,Educational Quality,Educational Diagnosis,Statistical Data,Data Analysis,Surveys,Questionnaires,Semitic Languages,College Students

Saudi Ministry of education is highly concerned with the pursuit of excellence in effective EFL teaching-learning in the arena of education but it experiences tardy progress especially in college level. This is a common scenario in almost every stage of learning in the Kingdom of Saudi Arabia. Behind this backdrop, this paper explores the new flights and avenues of developing EFL teaching-learning aspect in the intermediate level. The author of this study valorised to investigate the possible corridors in the realm of language learning motivation with a view to developing and incorporating EFL teaching-learning affairs and attempts to diagnose the predicaments of EFL learning in Saudi colleges through survey questionnaires for both teachers and students (see Appendix 1 and 2) and observation. The data of this research were collected through questionnaires from a total of 380 students and 94 teachers at renowned institutions of all the regions of the Kingdom. Finally, this paper offers some useful and effective recommendations to speed up better EFL learning outcomes based on the results of statistical data analyses and observation of the present research survey. Two appendixes present: (1) Questionnaire for Saudi EFL Students; and (2) Questionnaire for Saudi EFL Teachers. (Contains 1 figure and 15 tables.)
The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers
Author: Unal, Zafer
Date: 2012-07-00
Type: Journal Articles
Subjects: Classroom Techniques,Teaching Experience,Elementary School Teachers,Beginning Teachers,Experienced Teachers,Teacher Attitudes,Differences,Foreign Countries

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than beginning teachers while interacting with students when making decisions. Investigating the previous studies, researchers were able to discover that there is certain path teachers follow through their career. While preservice teachers prefer non-interventionism (minimum teacher control), they support interactionism (shared control) during internship and early career years, and finally they prefer to choose complete teacher control when they become experienced teachers. Appended to this document is the Behavior and Instructional Management Scale. (Contains 3 tables.)
EFL Reading Instruction: Communicative Task-Based Approach
Author: Sidek, Harison Mohd
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Reading Instruction,Secondary School Curriculum,Data Collection,Teaching Models,Coding,Data Analysis,Communicative Competence (Languages),Reading Skills,English for Academic Purposes,Academic Discourse,Reading Comprehension,Learning Activities,Learning Theories

The purpose of this study was to examine the overarching framework of EFL (English as a Foreign Language) reading instructional approach reflected in an EFL secondary school curriculum in Malaysia. Based on such analysis, a comparison was made if Communicative Task-Based Language is the overarching instructional approach for the Malaysian EFL secondary reading curriculum. This study used document reviews as the primary data collection. The coding of data analysis was based on the modifications of the components of Richards and Rodgers' (2001) analysis of language teaching model. The curriculum was examined in terms of theories of SLA, theories of L2 reading as well as learner roles in relation to Communicative Task-Based Language Teaching (CTBLT) characteristics. The findings of the study suggest that the majority of reading tasks in the selected EFL secondary reading curriculum is highly lacking CTBLT characteristics. The results of the study were discussed in relation to the current Malaysian EFL secondary curriculum framework and their implications on the EFL reading at the tertiary level. (Contains 3 tables.)
Cooperative Learning in Distance Learning: A Mixed Methods Study
Author: Kupczynski, Lori
Date: 2012-07-00
Type: Journal Articles
Subjects: Graduate Students,Distance Education,Cooperative Learning,Virtual Classrooms,Mixed Methods Research,Web Based Instruction,Comparative Analysis,Discussion,Computer Mediated Communication,College Instruction,Hispanic American Students,Statistical Analysis,Qualitative Research,Educational Strategies,Student Surveys

Distance learning has facilitated innovative means to include Cooperative Learning (CL) in virtual settings. This study, conducted at a Hispanic-Serving Institution, compared the effectiveness of online CL strategies in discussion forums with traditional online forums. Quantitative and qualitative data were collected from 56 graduate student participants. Quantitative results revealed no significant difference on student success between CL and Traditional formats. The qualitative data revealed that students in the cooperative learning groups found more learning benefits than the Traditional group. The study will benefit instructors and students in distance learning to improve teaching and learning practices in a virtual classroom. (Contains 3 tables.)
An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori
Author: Ultanir, Emel
Date: 2012-07-00
Type: Journal Articles
Subjects: Constructivism (Learning),Observation,Social Environment,Montessori Method,Cognitive Development,Epistemology,Progressive Education,Learning Theories,Educational Philosophy,Piagetian Theory,Child Development,Educational History,Educational Principles,Cognitive Science,Teaching Methods

What people gain through sensation and cognition make up the individuals' experiences and knowledge. Individuals benefit from previous experiences when resolving problems. Knowledge is constructed from the meanings one attributes to nature and the environment. In theories, it means that constructers depend on observation and when directly translated, the theory has the meaning of observation. In other words, we construct our own reality with those belonging to our social circle. For us, there is the world and we can't disregard that; however, the relationship between us and the outside world is a joining as materialistic and structural as in a social environment. In this article, while the foundation of constructivism is being thoroughly analysed, Vico's ideas in the 18th century and the neurobiological studies of scientific knowledge have been utilized. In light of constructivist learning, Dewey's opinion on "Experience and Education", Piaget's cognitive schema theory in "cognitive development", and Montessori's ideas on "Decentring the Teacher" have been examined. Finally, the ideas of the three names on constructivist learning have been interpreted.