ethanporcaro/eric-fulltext-meta huggingface dataset:
Enriching the Life of the Community on and off Campus
Author: Heckler, Mark A.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Environment,Honors Curriculum,Program Descriptions,Relevance (Education),Educational History,School Community Programs,Alumni,Educational Benefits,Enrichment Activities

According to the National Collegiate Honors Council (NCHC), &quot;The value of Honors programs and Honors colleges for students cannot be overemphasized. For high achieving students, Honors programs and colleges offer many opportunities to make the most of their higher education.&quot; Many faculty and administrators who have spent their careers in higher education would concur with NCHC's assessment. Honors colleges and programs throughout the country have historically offered significant value to those who participate. From learning critical-thinking skills to developing exceptional written and verbal communication skills and deep connections with professors and peers, students benefit greatly from their honors experiences and often leave higher educational institutions with higher aspirations for life after college than many of their peers. While colleges and universities have instituted honors colleges and programs for a number of these reasons, many have yet to consider the value that these programs hold outside the confines of the classroom and for those students who participate. At Valparaiso University, Christ College serves students both within and beyond the college. Christ College (CC) also engages community members and alumni, providing comprehensive value to both the university and the greater community. Additionally, CC bolsters the university's mission and vision in rich and fulfilling ways. Using Christ College as an example, the author will describe the ways in which Valpo achieves these results in order to underscore the value of honors programs beyond the classroom.
Community Building at Honors Programs in Continental Europe
Author: Brinkel, Nico
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Development,Honors Curriculum,Foreign Countries,Interviews,Group Structure,Communities of Practice,Interpersonal Relationship,Student Responsibility,Educational Benefits,Outcomes of Education,Facilitators (Individuals),Interpersonal Communication,Large Group Instruction,Small Group Instruction,Semi Structured Interviews,College Students

Many universities in the United States and Europe offer honors programs to meet the demands of gifted and intelligent students. One of the standard goals of these programs is to build an intellectual learning community. Establishing a community can be difficult because it requires that students show an active attitude and initiative. Many different and conflicting strategies have been proposed for establishing a community, and honors coordinators can have difficulty deciding what strategy to use. This study identifies not only elements that stimulate community building in honors programs but also specific examples of each element in Austria, Belgium, Denmark, Germany and the Netherlands, using interviews with key persons in each program. The study focuses on the question &quot;What elements foster successful community building within honors programs?&quot; The answer to this question expands on current knowledge of the factors that foster community building in honors and highlights specific examples of success in accomplishing each factor. In investigating the connection between different factors in organizational structure and community building, the authors focused on qualitative studies of nine honors programs. They interviewed key people to find out which factors had an important influence on community building. Of the six elements extracted from semi-structured interviews, social contact had the strongest influence on community building. Responsibility and ownership were also mentioned most often by the respondents as fostering commitment to the program. The third major element was personal profit, which was an incentive to enter the program in the first place and made the students want to behave actively and take initiative. The respondents also mentioned the role of the coordinator as important in creating the program and being an informant for students.
Does Gender Play a Role in the Assessment of Oral Proficiency?
Author: Motallebzadeh, Khalil
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Gender Differences,Oral Language,Language Tests,Interviews,Statistical Analysis,Reliability,Student Placement

Gender has been a controversial issue which affects the language learning process. McNamara (1996) has proposed that there are some variables affecting second language performance one of which is sex. In much the same way, it has been reported that gender plays a role in the area of language testing (Brown, 2003; Lumley &amp; O'Sullivan, 2005; Motallebzadeh, 1993; O'Sullivan, 2002).The present study is, thus, an attempt to explore the possible relationship between gender and oral performance of Iranian intermediate and upper intermediate EFL language learners. For this purpose, 429 adult students in six different institutions in Mashhad and Kerman participated in the study. After the Oxford placement test and an IELTS-format oral placement test, 160 of them were selected for a final oral interview. Finally, through a T-test, it was found out that females did better in oral performance than males, however, the difference was not that significant.
Honors and Institutional Transformation
Author: Ransdell, Gary A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Change,Institutional Advancement,Recognition (Achievement),Program Descriptions,Investment,Educational Quality,Achievement Gains,Scholarships,Study Abroad,Reputation,Program Effectiveness,College Programs

Honors colleges and programs often evolve in response to a mandate from boards of regents or trustees. Such mandates can lead to new or accelerated change within the institution, change that in many cases is linked to and represented by honors. Such has been the case at Western Kentucky University (WKU), where the honors program has played a key role in enhancing the national visibility and prestige of the institution. In this article the author, who is the president of the honors program at WKU, describes the program and how the investment in honors education over the past decade has not only enhanced the Honors College at WKU but improved the academic quality of the university.
Managing CMC-Based Task through Text-Based Dialogue: An Exploratory Study in a Chinese EFL Context
Author: Yu, Lianfen
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Computer Mediated Communication,Sociocultural Patterns,Synchronous Communication,College Students,Electronic Learning,Interaction,Web Sites,Integrated Learning Systems

This paper examines EFL learners' dialogic interaction in the implementation of a computer-mediated communication (CMC) task. Within the framework of sociocultural theory, the research focuses on how learners working in pairs collaboratively perform task management and build relationship in the synchronous CMC context. Sixteen Chinese tertiary EFL learners in eight self-selected pairs worked on an assigned task in the online chat rooms. We had a descriptive analysis of the data obtained from online chat logs, focusing on the task-related talk and off-task talk. Results indicate that learners' task-related talk has a variety of functions and facilitates the establishment and maintenance of task intersubjectivity. The findings also reveal the positive role of off-task talk in facilitating this online learning activity.
EFL Learner's Awareness of Stress-Moving vs. Neutral Suffixes
Author: Shemshadsara, Zahra Ghorbani
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Metalinguistics,Suprasegmentals,Suffixes,College Freshmen,Oral Language,Pronunciation,Native Speakers,Age Differences,Student Motivation,Word Lists,Statistical Analysis,Correlation,Hypothesis Testing,Difficulty Level

Mastering pronunciation in EFL context, where direct access to native speaker is scarce, is a highly challenging objective for many language students in Iran. Stress as a suprasegmental feature, more specifically, poses its own problems, specially when suffixes are added to words. There are different types of suffixes, two of which are neutral (with no effect on word stress) and stress-moving (changing stress pattern). This research study intends to investigate the students' awareness of stress patterns when (stress-moving and neutral) suffixes are added to words. Thirty freshmen participated in this research. Their voices are recorded and analyzed. The use of Matched T-test shows that there is a significant difference in the level of difficulty of these two types of suffixes for the learners.
The Impact of Honors on the Campus Community
Author: Rice, Larry
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,First Generation College Students,Educational History,Institutional Characteristics,College Programs,Educational Quality,Student Development

The development of an honors program at Rogers State University a decade ago brought about significant positive changes to the campus, where more than three-quarters of the students are the first in their families to attend college. Throughout the years, these young scholars have elevated academic discourse across campus and delivered an impact felt well beyond their honors classrooms. Rogers State University holds the distinction of being Oklahoma's newest regional institution of higher education, but it has roots that go back to shortly after Oklahoma's statehood. In this article, the author briefly discusses the history of Rogers State University and how the honors program has increased student quality at a critical juncture in the university's history.
An Epic Mission
Author: Dubroy, Tashni-Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Institutional Mission,Honors Curriculum,Student Development,School Activities,Student School Relationship,Student Experience,College Programs,Black Colleges

For some students, intellectual curiosity and leadership are innate. For many, it must be nurtured. The Shaw University Honors College is an academic center of encouragement, interaction, and care for a diverse population of students. Many of them would otherwise never conceive of the marvelous opportunities and experiences they share during their college sojourn and later in their adult lives. Even though the hundred or more historically black colleges and universities do not all have honors programs, Shaw University has made this commitment to transform the lives of its scholars. For over 150 years, Shaw University has provided opportunities for promising students, and since 2001 the honors college has created a sense of community and belonging among such students. The college has supported, challenged, and encouraged students to think outside the box and seek opportunities that lead to strong networks of support. Students are taught the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. They are expected to enact these practices through opportunities to study and exhibit transformational, servant leadership, starting with leadership of the honors college through the Honors Scholars' Association. The ultimate result has been the transformation of lives and success stories. Shaw University's mission is straightforward: &quot;Shaw University exists to advance knowledge, facilitate student learning and achievement, to enhance the spiritual and ethical values of its students, and to transform a diverse community of learners into future global leaders.&quot; The Shaw University Honors College is a tangible demonstration of our commitment to fulfilling this epic mission.
The Impact of Concept Mapping on EFL Learners' Critical Thinking Ability
Author: Khodadady, Ebrahim
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Concept Mapping,Critical Thinking,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,College Students,Language Proficiency,Student Evaluation,Instructional Effectiveness,Cognitive Tests,Language Tests,Measures (Individuals),Statistical Analysis

The present study investigated the influence of concept mapping as a post-reading strategy on EFL learners' critical thinking ability. The study utilized a pretest-posttest control and experimental group design. To do so, thirty six EFL learners at upper intermediate and advanced levels were randomly assigned to experimental (n=18) and control (n=18) groups. The results of pretest indicated that the participants of the two groups were homogenous with regard to their proficiency level and critical thinking ability. The experimental group was instructed to construct concept maps after reading each text and formulated the required post-reading activities on the basis of the constructed maps. Critical thinking skill was assessed via the &quot;Watson-Glaser Critical Thinking Appraisal&quot; (CTA). The results of posttest indicated that concept mapping has a positive and significant influence on learners' critical thinking ability. The discussion and conclusions of the research are further presented with reference to the finding.
Native Speakers' Perception of Non-Native English Speech
Author: Jaber, Maysa
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Dialects,Pronunciation,Language Attitudes,Stereotypes,Native Speakers,College Students,Questionnaires,Likert Scales,Audio Equipment,Citizenship

This study is aimed at investigating the rating and intelligibility of different non-native varieties of English, namely French English, Japanese English and Jordanian English by native English speakers and their attitudes towards these foreign accents. To achieve the goals of this study, the researchers used a web-based questionnaire which targeted native speakers of English. The materials for this study were a questionnaire for respondents to fill out and tape recordings of six different short stories, each of which was recorded by a non native speaker of English. The first short story was tape- recorded by a male French speaker and the second by a female French speaker. Similarly, the other four short stories were tape-recorded by male and female Japanese and Jordanian speakers respectively. The respondents or raters consisted of 110 native speakers of English (78 females and 32 females); the majority of them from the USA, but there were others from Britain, Canada, and Australia. They were requested to surf the webpage www. englishforeignaccent .com, especially designed by the researchers, fill out the questionnaire and rate the non-native varieties under investigation, and four months later the number of respondents reached one hundred and ten which constituted the sample of the study. Data obtained indicated that the Jordanian accent was considered as the most intelligible, followed by the French then the Japanese English accent. The native speakers also showed significantly more positive attitudes towards Jordanian English than French and Japanese English. Finally, the positive attitude towards Jordanian English was affirmed by the respondents who assigned the Jordanian English speakers to the most prestigious professions such as medicine and teaching.
Trilingual Literacy for Ethnic Groups in China: A Case Study of Hani People in Yuanyang County of Yunnan
Author: Duan, Yuanbing
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Multilingualism,Teacher Education,Student Motivation,Instructional Materials,Minority Groups,Mandarin Chinese

This paper examines the current trilingual literacy situation of Hani People in Yuanyang County of Yunnan, China, with significance of finding out specific problems which influence the trilingual education greatly. It also reports on the effects of training for trilingual teachers, ways of improving learner's motivation and updating the trilingual education materials. Lastly, several possible solutions are provided for successful minority education.
The Catalytic Impact of Honors
Author: Ferguson, Paul W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Faculty Development,Relevance (Education),Learning Experience,Institutional Advancement,Program Effectiveness,College Programs

Traditionally, discussion about the value of honors education focuses on the outcomes for students: enhancement of skill sets that are (a) academic, (b) social, (c) leadership-oriented, (d) personal, and (e) vocational or professional. These are all real outcomes, but they can also be achieved outside honors. What makes honors special is that it provides a place, a program, and the resources for nourishing these outcomes in the company of other high-achieving students who are undergoing the same transformations and who show respect for these high ambitions in their peers. In this article Ball State University president, Paul Ferguson discusses some less widely discussed effects of honors education such as its impact on faculty development and the institutional benefits gained by having such a program on campus. He concludes that a true value of honors is the catalytic impact such a learning experience has on honors students and in turn on their peers, their faculty, and even their administrators. A culture of intellectual risk-taking, which at Ball State they associate with entrepreneurial learning, can permeate the institution, inspiring it to engage and achieve at higher degrees of rigor, expectation, outcomes, and performance. Performance can be improved not only in the academic and research agendas but in the other divisional agendas of business affairs, student affairs, enrollment services, and strategic communications--all advancing the stature of the institution.
Application of Team Teaching in the English Language Class
Author: Ken-Maduako, Ibiere
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Teaching,English (Second Language),Second Language Instruction,Second Language Learning,Teamwork,Teaching Methods

This paper strives to ascertain the use of teamwork as an instructional strategy in an English language lesson, in a typical Nigerian classroom. Teamwork is the ability of people to work together to achieve a common purpose and team players are the high achievers in the team whose main preoccupation is to see that teams achieve their stated objectives. Our major argument in this paper is that teamwork is a very effective teaching methodology which has been found useful in many other countries in the developed world and which is workable in the Nigerian classroom, especially with its characteristic large class sizes.
Relative Contribution of Different Levels of Parental Involvement to Primary School Readiness in Preschool Pupils in Nairobi County
Author: Mungai, David N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Education,Parent Participation,School Readiness,Elementary Education,Preschool Children,Parent Role,Correlation,Family Involvement,Decision Making,Cooperation,Rating Scales,Surveys,Statistical Analysis,Multiple Regression Analysis

Recent developments have led to a lot of emphasis being placed on early childhood education. Massive growth has also occurred in this segment of the education sector. Emphasis continues to be placed not just on growth but also on quality of the educational experiences that children are exposed to. In Kenya reports continue to emerge of pupils in primary school who lack numeracy and literacy competencies expected at their level. This inevitably shines the spotlight on the quality of educational experiences at the preschool level, which lays the foundation for all future learning and later success in school. One of the parameters of quality is parental involvement. In Kenya this parameter happens to be amongst the least understood. This paper sought to shed some light on the contribution of this aspect of quality to primary school readiness in preschool pupils in Nairobi. Parental involvement at six levels of involvement was measured for a sample of 150 parents of preschool pupils, while primary school readiness was assessed for a sample of 156 pupils. The results indicate that four of the six levels of parental involvement have a positive correlation to primary school readiness, while two are negatively correlated. The researcher recommends that schools and educators explore ways of creating and enhancing parental involvement so as to tap into the associated and recognized benefits of such cooperation.
Development of an Improvised Manual Airbrush Compressor for Students Artist in Nigeria
Author: Kwasu, Isaac Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art,Art Materials,Equipment Maintenance,Equipment

The study was set to develop and pilot a manual airbrush compressor for artists use in art and design. In the design of the manual airbrush, three established technological systems were adopted which includes, compressor, pressure tank and bicycle operating system. The idea was skillfully translated into a working drawing and developed into a prototype for testing. The piloted prototype result reveals that the manual air compressor could carry a successful operation with good result, the manual air compressor could inflate into a pressure tank air that could be used for airbrush designs. It was found to have more advantages than the automated, as follows: Cost less with very low maintenance rate, cost of prime movers cut off, no usage of fuel, no air pollution and noise free. However, other users like tire menders, car painters etc., could try the product.
Attitude of Students towards Teaching Profession in Nigeria: Implications for Education Development
Author: Egwu, Sarah Oben
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Development,Student Teacher Attitudes,Preservice Teachers,Work Attitudes,Teaching (Occupation),Questionnaires,Parent Influence,Teacher Salaries,Compensation (Remuneration),Student Surveys

The study was conducted to ascertain attitude of students towards teaching profession in Faculty of Education, Ebonyi State University, Abakaliki. A sample of 300 students completed a 15 item questionnaire designed for the study the instrument was validated and the reliability calculated which was 0.92 using Pearson product moment correlation co-efficient indicating that the instrument was reliable to collect data for the study. Mean scores were used to answer the research questions. The results of the study showed that students have negative attitude towards teaching profession, that teaching is a difficult task, and teachers are not well paid compared to other professions. On the basis of the findings, it was recommended, among others, that Government should adequately fund education, there should be improvement in teacher's salary and regular payment of salary and parent should encourage their children to study education courses.