ethanporcaro/eric-fulltext-meta huggingface dataset:
Diagnosing and Teaching Students with Social Communication Disorder in Included Classrooms
Author: Mulrine, Christopher F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Interpersonal Communication,Communication Skills,Asperger Syndrome,Genetic Disorders,Clinical Diagnosis,Symptoms (Individual Disorders),Antisocial Behavior,Language Impairments,Academic Accommodations (Disabilities),Intervention

Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger's syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disorder of a range of symptoms or autism related symptoms from mild to severe (APA, 2013). It has dropped four of the previous diagnoses and is now only one encompassing disability called Autism Spectrum Disorder. Using the new DSM-5 diagnostic criteria some students who were previously diagnosed as having Asperger's Syndrome do not fit the new Autism Spectrum Disorder criteria. These students might now be diagnosed with Social Communication Disorder (SCD). This diagnosis meets the symptoms presented by these individuals more appropriately. SCD describes the social difficulties and pragmatic language differences that impact comprehension, production, and awareness in conversation that are not caused by delayed cognition or other language delays.
Effects of a Training Module on Omani Teachers&apos; Awareness of Gifted Students with Learning Disabilities
Author: Al-Mamari, Sumaia S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Electronic Learning,Inservice Teacher Education,Academically Gifted,Gifted Education,Learning Disabilities,Gifted Disabled,Training,Program Effectiveness,Knowledge Level,Teacher Competencies

The COVID-19 pandemic has led to the use of online and e-learning in Omani general and higher education institutions. Consequently, the pandemic imposed contemporary technological challenges when considering training programs for Omani teachers. This research seeks to record proactive steps, at the Omani and Arab levels, to examine the effectiveness of online, in-service teacher training programs. In addition, this research seeks to explore the effects of online training modules on teachers' knowledge of Gifted Students with Learning Disabilities (GSLD). In other words, the research aims to examine the effects of a training module on Omani teachers' awareness of GSLD. According to a convenience sampling method, a total of 60 Omani teachers participated in the research. Participants were teachers of students with Learning Disabilities (LD) at the resource room program in the Muscat Governate, in the Sultanate of Oman. They were distributed equally into two groups: control (n=30), and experimental (n=30). Following the development of a Self-Awareness Scale (SAS) and the training program module, the SAS was administered to both groups as a pre-test and a post-test. The teachers in the experimental group received a two-week online training module to improve their awareness of GSLD. Results indicated that there were significant differences in the post-test of the SAS in favor of teachers in the experimental group.
Exploring the Influence of a Principal&apos;s Internalized Moral Perspective towards Teacher Commitment in Malaysian Secondary Schools
Author: Kasa, Muhamad Dzahir
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Administrator Role,Teacher Administrator Relationship,Secondary School Teachers,Moral Values,Leadership Styles,Leadership Effectiveness,Foreign Countries,Teacher Attitudes

Authentic leadership principals are an alternative to leadership styles within an organisation intended to create more effective administration in maintaining the trust of subordinates, meeting job expectations, and being able to implement change despite facing challenges. However, authentic leadership capabilities of school-style leadership adaptations are still relatively new and unfamiliar. This study aimed to identify the authentic leadership practices applied by school principals and their relationship to the commitment of national secondary school teachers in the district of Pendang in a northern state of Peninsular Malaysia. The research method used was a quantitative survey using a standardised questionnaire. The study respondents consisted of 254 teachers randomly selected from ten national secondary schools under the leadership of principals. The instrument used was adapted from the Authentic Leadership Questionnaire (ALQ -version 1) to measure the dimensions of authentic leadership. Furthermore, the questionaire of organizational commitment was used to measure the level of teachers' commitment to the organisation. Data processing was performed using SEM-PLS 3.0. Results showed that the internalised moral perspective dimension of authentic leadership significantly influenced teacher commitment. The leaders with these attributes should combine their principles and behaviours in keeping with internal moral standards. This approach should affect the attitudes of teachers and create a changing environment.
The Reasons of Using L1 in ESL Classrooms
Author: Al Balushi, Huda Murad Abdul Rahman
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Usage,Language of Instruction,Native Language,College Faculty,Language Teachers,Teaching Methods,Teacher Attitudes,College Students,Student Attitudes,Semitic Languages

This study investigates the reasons for L1 use in the L2 classroom and teachers' and learners' beliefs regarding the appropriateness and effectiveness of this practice. Its findings are based on observational and interview data collected in two lower intermediate level classes in the foundation year at an Omani university. Each class was observed three times over a two-week period, with each session lasting 1 hour 40 minutes. The interview data were obtained from the teacher and three students from each class. One of the classes was designated as an experimental group, in which the teacher was permitted to use L1, whereas the second class was used as a controlled group where an 'English only' policy was strictly adhered to. The results show that L1 was used most often to explain word meanings, followed by explanations of grammatical rules. Instances of L1 use were also recorded during L2 to L1 translation exercises, and L1 was used for classroom management purposes and for telling jokes.
Quantifying Factors Affecting Willingness to Communicate in English: Understanding Young Learners at Perhentian Island
Author: Yusoff, Ahmad Shidki Mat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,English (Second Language),Communication Skills,Language Usage,Language Proficiency,Student Attitudes,Student Behavior,Social Influences,Readiness,Preschool Education,Elementary Education

Perhentian Island is a renowned islands by the locals and the tourists around the world. The island receives a high number of tourists every year. The high number of tourism activities has influenced the English communication skills among the locals who are using their own local dialect as a medium of communication. Nevertheless, based on the school yearly assessment, the proficiency among the pupils in the one and only school in Perhentian Island did not show any significant effect. It has brought up the question of how much the tourism activities could influence the English proficiency of the pupils. This research investigated the pupils' willingness to communicate in English as a Second Language by applying the variables extracted from Theory Reason Action (TRA) and the variables from willingness to communicate (WTC). The respondents involved in this research (N=107) were the pupils at the Perhentian Island. The findings showed that the willingness of communication in L2 has influenced the pupils' attitude and behavior in using English language during the school hours. The results reveal that perceived attitude is the main factor that influenced pupils' readiness in Perhentian Island to communicate in English as a second language. The implications of the results and future research directions are also discussed.
The Correlation between Education Level and Understanding of Financial Literacy and Its Effect on Investment Decisions in Capital Markets
Author: Baihaqqy, Mochammad Rizaldy Insan
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Educational Attainment,Decision Making,Investment,Literacy,Teaching Methods,Money Management,Foreign Countries

This study aims to describe how the educational level of investors influences their understanding of financial literacy and its effect on investment decision making in capital markets. The method used in this research is quantitative descriptive. Data collection was conducted from 7 January to 7 February 2020, by distributing questionnaires to investors who were members of PT Bursa Efek Indonesia. The sample in this study amounted to 108 investors. The research findings show that the level of investor knowledge regarding financial literacy is high. There is a significant correlation between the investor education level and their understanding of financial literacy, thus influencing investors in the financial decisions they make. It can be concluded that, for investment decision making in capital markets, knowledge of financial literacy is necessary. Therefore, to increase investor understanding of various levels of education on financial literacy in the capital market, education, and training on financial literacy as sustainable capital is required.
Can Vision 3 Notch up a Win over Pre-university English Textbook?
Author: Saidi, Mavadat
Date: 2020-00-00
Type: Journal Articles
Subjects: Textbooks,Grade 12,High Schools,Textbook Content,Teacher Attitudes,English (Second Language),Second Language Instruction,Language Teachers,Foreign Countries,High School Teachers,Grammar,Vocabulary,Speech Skills,Listening Skills,Writing Skills,Reading Skills,Pronunciation,Learning Activities

The present study aimed to evaluate the newly compiled English book for the third grade of senior high school, currently called the 12th grade, and the previous English textbook for pre-university students. To this end, 80 experienced teachers, with the experience of teaching both books, were asked to complete an eclectic checklist comprising 38 items and evaluating the book in terms of nine major criteria, namely General considerations, Vocabulary, Grammar, Speaking, Listening, Reading, Writing, Pronunciation, Supplementary materials, tasks and activities. Following that, 10 teachers were also interviewed in order to deepen the quantitative data. The findings indicated that the teachers were more satisfied with the newly introduced book to the educational system. Furthermore, the mean values revealed that the teachers rated the speaking and listening sections as good or satisfactory while they ranked the supplementary materials criterion as the least satisfactory one. As regards the other criteria of the checklist, the findings demonstrated that the teachers were satisfied to some extent. In general, the results confirmed that notwithstanding the dramatic positive changes in Vision 3, it still requires to undergo major revisions in order to meet the EFL students' needs. Hence, the results would benefit the materials developers in order to locate the areas for improvement.
Materials Development in EALP Legal Writing Courses
Author: Brown, Rafael Dean
Date: 2020-00-00
Type: Journal Articles
Subjects: Material Development,English for Academic Purposes,Law Related Education,Second Language Learning,Content Area Writing,Cultural Context,Audience Awareness,Course Objectives,Foreign Countries,Legal Education (Professions),Law Schools

While the field of materials development has grown in the past twenty years, covering areas like EAP and ESP, there remains a need to elaborate further the strategies and to develop a process for developing materials for EALP courses such as legal writing. Legal writing in particular poses unique challenges like the complex system of legal writing genres and the interferences created by multiple languages, cultures, and legal systems. This article expands on existing strategies offered by the scant literature on legal writing materials development. The article takes into account the work of materials development scholars who have proposed SLA-derived principles. The article also considers factors that affect materials development, including learner, teacher, and contextual factors. Additionally, the article considers the role of theoretical frameworks in shaping decisions in materials development. Most importantly, the article relies on methods in legal writing pedagogy to inform the strategies and process for legal writing materials development. The article ultimately proposes a process for developing materials for legal writing courses that requires the consideration of the (1) purpose, (2) audience, (3) course and curriculum requirements, (4) length and number of assignments, and (5) sociocultural and legal context of the materials.
The Effectiveness of Supervision in Solving Problems Facing Teachers of Students with Autism Spectrum Disorder in Jordan
Author: Al-Saree, Ihsan Igdifan Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervision,Problem Solving,Autism,Pervasive Developmental Disorders,Program Effectiveness,Students with Disabilities,Gender Differences,Teacher Qualifications,Special Education

Teachers in all areas of life need supervision, which improves their job performance. This study aimed to recognize the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan. The study sample consisted of 140 male and female teachers who were specifically selected. A tool for measuring supervision effectiveness has been developed through 49 items distributed across five domains. The validity and reliability of the tool have been verified. The study results show that the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan is medium. The results also indicate that there are no statistically significant differences attributed to the variables of gender, or years of experience. A series of recommendations were given in light of the results such as the Ministry of Education and the Ministry of Social Development should implement training programs for teachers of students with autism spectrum disorder to broaden their experience and promote career development.
Mixing Work with Therapy: A Work Based Autoethnography
Author: Fixsen, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Soft Skills,Therapy,Ethnography,Staff Development,College Faculty,Faculty Development,Workplace Learning,Drama,Females,Ethics,Entrepreneurship,Role Playing,Imagination,Games,Self Concept,Individualism,Criticism,Well Being,Job Security,Family Work Relationship,Doctoral Degrees,Counselor Attitudes

Soft skills programs (SSPs) for staff are now an established part of staff learning and development in organisations. The lived experience of university staff attending these types of programmes has until now remained largely unexplored. As part of a professional doctorate in education, I used autoethnography to investigate the 'social world' of SSPs within my own university, from a dramaturgical perspective. This paper recounts my experiences as participant-researcher on a women's development programme, including the personal, social and ethical challenges it presented. I describe the SSP 'social world' as a blend of therapeutic and entrepreneurial, in which, with the aid of dramaturgical devices (e.g. role play, imagination games) participants examine their feelings, values and relationships, and share aspects of themselves with others. Emergent themes included relationship building, emotion work, self-promotion and assertiveness, and performing. Inhibiting factors to full engagement and emotional disclosure also emerged and in my case included identification as an academic, my position as a researcher and my critique of the 'neoliberal' norms and messages endorsed through these programmes. One criticism is that by promoting individualism and self-responsibility, the institution partly absolves itself of its corporate responsibilities to staff in terms of wellbeing, care and job security. Nevertheless, these programmes are an engaging means of addressing the growing demands of career management in universities and fulfil a social purpose in increasing understanding between different sectors of the organisation.
The Impact of Doctoral Studies on Personal and Professional Lives
Author: Hramiak, Alison
Date: 2017-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Study,Graduate Students,Student Attitudes,Educational Attitudes,Education Work Relationship,Professional Identity,Outcomes of Education,Qualifications,Self Esteem

This research explores the impact of studying for the Doctorate of Education, (EdD) on the professional and personal lives of people undertaking this level of study. It builds on previous research in this area that identified tensions in the impact of professional doctorates (Burgess et al., 2011, Wellington and Sikes, 2006). A small case study approach was taken, using questionnaires and detailed semi-structured interviews to ascertain the views of the doctoral students. A unique approach to data analysis was taken using a modified version of Guskey's model for teacher development, which provided a lens through which to focus the data. Findings indicate a significant impact on both professional and personal lives of the participants, evidenced in a variety of ways, and that the boundaries between professional and personal impact are often blurred. The findings contribute to a largely under-developed area of research, and indicate that further work is required to better prepare students for study at this level.
Improving Instructor Ethos through Document Design
Author: Wolf, Joanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Layout (Publications),Design Preferences,Freshman Composition,Writing Teachers,Visual Aids,Cues,Student Evaluation of Teacher Performance,Teacher Effectiveness,Caring,Writing Assignments,Teacher Developed Materials

Despite much attention given to visual rhetoric in Composition, there is evidence that most first-year writing instructors overlook document design, both in their instruction and in the documents they produce for their students. These instructors may be underestimating the role that visually informative prose (that uses document design features such as chunking and visual hierarchy) can play both in helping students understand assignment objectives and in establishing a student-centered ethos in their classrooms. To illustrate how visually informative prose helps shape student perceptions of instructors, 166 first-year undergraduates responded to two assignment prompts: a visually informative and a minimally designed prompt. Students perceived the instructor who wrote the visually informative prompt as more experienced, enthusiastic, and caring than the instructor who wrote the minimally designed prompt, and they found the task more interesting when it was presented in the visually informative prompt. These findings suggest that creating visually informative classroom materials is a relatively low-cost/high-payoff strategy that can positively shape students' perceptions of the instructor and assignments.
Layered Feminist Historiography: Composing Multivocal Stories through Material Annotation Practices
Author: Wetzel, Grace
Date: 2019-00-00
Type: Journal Articles
Subjects: Feminism,Historiography,Documentation,Rhetoric,Educational History,Writing (Composition),Archives

This article shows how the annotation practices in an archival text entitled &quot;Progress and Achievement: A History of the Massachusetts State Federation of Women's Clubs: 1893-1931&quot; anticipate key feminist rhetorical research commitments and in doing so present a unique pedagogical approach to creating multivocal stories in the writing classroom: layered feminist historiography. I define layered feminist historiography as a research and composing practice that utilizes aggregated layers to construct a multivocal narrative about the past. Such an approach invites students to (re)construct a history through material engagement and exciting DIY annotation practices. This article shares outcomes of a layered historiography assignment in a writing-intensive women's rhetorical history course. Through a qualitative analysis of projects and written reflections, I show that DIY material annotation yields valuable skills for students.
Literacy as Threshold Concept: Building Multiliterate Awareness in First-Year Writing
Author: Sladek, Amanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy,Fundamental Concepts,Multiple Literacies,Freshman Composition,Definitions

The contextual nature of literacy is a threshold concept that one must move through to better understand composition as a discipline. A nuanced understanding of this concept enables students to critique dominant literacy ideologies and appreciate the diverse literacies present in everyday life. The literacy narrative, a genre that sometimes reinforces reductionist views of literacy, can push students to move through this threshold concept when students are encouraged to think beyond reading and writing in their essays. This article presents the results of a quantitative and qualitative study of 111 first-year writing students' literacy narratives, composed in response to a multiliteracies-focused prompt. Students indicated their developing understanding of literacy's context-boundedness in the diverse topics they chose, the definitions of literacy present in their narratives, and their overall rejection of the &quot;literacy myth.&quot; These results are reinforced by interviews with students about their experiences writing their literacy narratives.
Unspeakable Failures
Author: Myers, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Failure,Resilience (Psychology),Whites,Power Structure,Rhetoric,Undergraduate Students,Educational Attainment,Academic Failure,College Faculty,Teacher Attitudes,Self Concept,Academic Achievement,Phenomenology,Story Telling,Psychological Patterns,Race,Critical Theory,Graduate Students,Success

Failure has become an acceptable, even celebrated, part of innovation, education, and personal growth, a sign of resilience--as long as individuals bounce back in quick and efficient ways; as long as they fail, fast, forward (Bartz). On the surface, the popular rhetoric around failure lifts the taboo by reframing failure as a ubiquitous experience and learnable skill; however, without critical engagement and efforts to create counter-stories, failure and resilience rhetorics operate as a discourse of white privilege. Failure experiences that do not make the imperative turn toward success are the unspeakable failures, unspeakable because we lack language or support systems for experiences that do not rebound quickly and consistently into forward movement. By developing responses that are analytical and reflective, and by unpacking the rhetorical construction of the failure stories that are shared publicly, we can explore ways to better understand and voice the unspeakable failures.