ethanporcaro/eric-fulltext-meta huggingface dataset:
A Passage from Linguistics to English Language Teaching: Students' Experiences and Expectations
Author: Ogeyik, Muhlise Cosgun
Date: 2010-12-00
Type: Journal Articles
Subjects: Applied Linguistics,Foreign Countries,English (Second Language),English,Teaching Methods,Likert Scales,Undergraduate Students

Linguistic courses in ELT (English Language Teaching) departments, in some ways, may create obstacles due to their firm theoretical framework. Therefore, this study is concerned with the main problems for the students taking linguistic courses in ELT Department at Trakya University in Turkey. The purpose of the study is to investigate the attitudes of the students in ELT departments towards attending linguistic courses. The survey was carried out with 21-item Likert type scale designed by the researcher. The results specify that, the students at Trakya University admit the effectiveness of linguistic courses and have found a way to applied linguistics from theoretical linguistics. (Contains 3 tables.)
Teaching and Learning in Kindergarten
Author: Lepicnik Vodopivec, Jurka
Date: 2010-12-00
Type: Journal Articles
Subjects: Kindergarten,Child Development,Teacher Responsibility,Educational Quality,Educational Environment,Young Children,Foreign Countries,Cognitive Development

Teaching and learning in kindergarten is related, on the one hand, to the principles, methods and forms of teachers' work that should optimally contribute to pre-school child development and learning, and on the other hand, to the issues of the developing their reasoning and other aspects of their personality. It is for this reason that the responsibility of kindergarten teachers, in view of instruction and learning of young children, is huge. Kindergartens must strive to ensure quality teaching and learning environment for very young children, which in addition fosters an atmosphere of pleasure and comfort. This paper aims to present the significance of instruction and learning of pre-school children today, in particular that within the institutionalised education (in kindergarten). The author's points of interest were how instruction and learning of young children in kindergarten was perceived in the past and the contemporary view on modern instruction and learning of pre-school children in kindergartens.
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Tennessee
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 Tennessee 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, Tennessee 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, met a small portion of one, partially met three, nearly met one and fully met four, including two best practice designations. Tennessee's best performances are in its development of a data system that contributes some evidence to assess teacher effectiveness, its requirement of instructional effectiveness in teacher evaluations, 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 making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Tennessee'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. Tennessee 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.]
Grammar Learning and Teaching: Time, Tense and Verb
Author: Zhuang, Xin
Date: 2010-12-00
Type: Journal Articles
Subjects: Sentences,Verbs,Morphemes,Second Language Learning,English (Second Language),Grammar,Textbooks,Second Language Instruction,Teaching Methods,Chinese,Native Speakers,Difficulty Level

The learning of English tenses and verbs is obviously the major and challenging part of second language learning and acquisition for Chinese students. The paper analyzes the features of simple present tense, simple past tense and verbs in them from the aspect of Sidney Greenbaum and Randolph Quirk's student grammar book as an instructive example. It is suggested that, it be meaningful and practical if the grammar rules are reflected rather in sentences or contexts than in the formula. Some possible pedagogical activities and materials are recommended to make tedious grammar learning and teaching more understandable and interesting. (Contains 3 figures.)
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Washington
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 Washington 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 Washington is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of two, partially met three, nearly met two and fully met two. Washington's best performances are in its requirement of multiple formal evaluations for new teachers and its articulated consequences for teachers with unsatisfactory evaluations. The state has the most work to do in making tenure decisions meaningful, closing loop-holes that allow teachers who have not met licensure requirements to continue teaching and strengthening its policies regarding teacher compensation issues. Washington'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. Washington has an overall performance of C- 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 summary, see ED514690.]
Role of Nigeria in the Development of Higher Education in Africa
Author: Sunday, Akinwumi Femi
Date: 2010-12-00
Type: Journal Articles
Subjects: Higher Education,Universities,Private Colleges,Foreign Countries,Federal Government,Public Sector,Role,Enrollment,Financial Support,Acquired Immunodeficiency Syndrome (AIDS),Educational Development,College Admission,Resource Allocation,Access to Education,Curriculum Development,Educational Change,Educational History,Foreign Policy

In most countries of the world, higher education is highly subsidized by the public sector. The subsidy is a result of the role of higher education sector on the economy and good governance of the nations. Enrolment into higher institutions of learning is quite low in Africa compare to other continents of the world due to the continent's low and declining spending on her higher institutions of learning. This shabby contribution by the continent could be likened to a result of some imminent challenges, which ranged from inadequate financial resource due to economic and social crisis to the challenges posed by the HIV/AIDS pandemic. The contributions of Nigeria to the development of higher education in Africa is quite worthy of note. This can be affirmed by the increase in the number of states and federal universities in the country over the years since independence. This can be further reaffirmed by the promulgation of Decree 9 of 1993, which made the provision for the establishment of private universities, which further increased the nation's total number of universities to 93 from 59 and further strengthened the nations contributions to higher education development in the continent. In spite of all efforts made by the FGN (Federal Government of Nigeria), the nation is yet to reach her potential in the development of her higher education sector as the percentage of potential students that gained admission into the nation's higher institutions of learning still stand below 15% of the total number of applicants. The study therefore recommended that budgetary allocations to higher institutions of learning be increased to meet the financial demands of the institutions. In addition, multi-campus should be encouraged in order to allow for more access to higher education. (Contains 5 tables.)
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. South Dakota
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 South Dakota 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 South Dakota is making progress toward meeting a few goals, it lags behind other states in most others. The state completely missed eight goals, met a small portion of three, partially met one, nearly met one and fully met two, including one best practice designation. South Dakota's best performances are its neutral pension system and its support of performance pay. Significant work remaining includes making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. South Dakota'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. South Dakota 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 summary, see ED514690.]
On Building a Web-Based University
Author: Constantinescu, Dana
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Computer Uses in Education,Online Courses,Web Sites,Web Based Instruction,Access to Education,Distance Education,Virtual Universities,Blended Learning,Computer Assisted Testing,Educational Technology

This paper describes some of the principles for building a freely available web-based university with open content. The &quot;tutor-web&quot; is an international project for web-assisted education, including such free and open access. This project was initiated by the University of Iceland in partnership with many universities around the world, among them the University of Craiova, Romania. The aim of this paper is to present this project, to point out its specificity and to arouse interest for collaboration in the project, which uses http://tutor-web.net as the home location. (Contains 3 figures.)
Serving, Learning and Mentoring through the Big Brothers Big Sisters Program
Author: Sivukamaran, Thillainatarajan
Date: 2010-12-00
Type: Journal Articles
Subjects: Mentors,Partnerships in Education,Agency Cooperation,School Community Relationship,Elementary Schools,College Students,College Faculty,Elementary School Students,Elementary School Teachers,Youth Programs,College School Cooperation,Service Learning,Program Effectiveness

This study describes the collaborative partnership between a Big Brothers Big Sisters organization, an elementary school and the College of Education at a public university. The partnership utilized a mentoring system consisting of elementary students, college students, elementary teachers and university faculty. Benefits of the various stakeholders are discussed.
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Vermont
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 Vermont 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 Vermont is making progress toward meeting a few of the goals, it lags behind other states in most others. The state completely missed eight goals, met a small portion of three and partially met four. Vermont is taking steps in the right direction in ensuring only factors that advance teacher effectiveness are required for permanent licenses, giving local school districts full authority for pay scales, and ensuring a pension system that is both neutral and fair. Significant remaining work includes requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful and requiring a mentoring program for new teachers. Vermont'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. Vermont has an overall performance of F 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. South Carolina
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 South Carolina 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, South Carolina has done a good job in meeting some of the goals; however, significant room for improvement remains in several others. The state completely missed four goals, met a small portion of one, partially met two, nearly met three and fully met five, including one best practice designation. South Carolina's best performances are in its effective induction for new teachers, its requirement of instructional effectiveness in teacher evaluations, its support of performance pay, its requirement of multiple formal evaluations for new teachers and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in making tenure decisions meaningful and strengthening some policies regarding teacher compensation issues. South Carolina'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. South Carolina has an overall performance of B- 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. Virginia
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 Virginia 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 Virginia is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of three, partially met two, nearly met two and fully met two. Virginia's best performances are in its support of differential pay in shortage subject areas and high-needs schools and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. 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, articulating consequences for teachers with unsatisfactory evaluations and strengthening some policies regarding teacher compensation issues. Virginia'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. Virginia 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 summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Texas
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 Texas 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 Texas 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 four, partially met two, nearly met one and fully met three. Texas's best performances are in its requirement of instructional effectiveness in teacher evaluations and 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 making tenure decisions meaningful; ensuring only factors that advance teacher effectiveness are required for permanent licenses; ensuring its pension system is portable, flexible and fair; and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. Texas'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. Texas 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.]