ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Teachers' Experiences in the Construction of Their Knowledge and Beliefs: A Case Study of English Language Teaching in Mexico
Author: Lemus-Hidalgo, Maria E.
Date: 2017-04-24
Type: Journal Articles
Subjects: Role,Teacher Attitudes,Teaching Experience,Teaching Methods,Knowledge Base for Teaching,Diaries,Case Studies,Learning Experience,Experiential Learning,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education,Educational History,Program Descriptions,Foreign Countries,Interviews,Observation

The present article drew on a larger interpretivist case study research of the role of teachers' knowledge and beliefs in their teaching practices. It was constructed with the participation of four teachers that studied the same BA in ELT program and worked in the same state university in Mexico. The purpose of this article is to raise awareness of the role of learning and teaching experiences in the development of teachers' knowledge and beliefs and of their implications for language teacher education. Observations, interviews, conversations, class video recordings and teachers' journals were the methods used for the collection of the data. The case study not only shows that teachers' knowledge, beliefs and teaching practices inform each other persistently in a dynamic process but also illustrates the significant role that learning and teaching experiences seem to have in the development of teachers' knowledge and as sources of their beliefs. Teachers' teaching practices appear to be mainly supported by their experiential knowledge and driven by their core beliefs; beliefs that are grounded in experience. Awareness of these aspects in the BA in ELT curriculum and in its delivery, would enhance the education of future teachers of English as a foreign language.
The Impact of Speaking Component of an Institutional Test on Bilingual Students' Anxiety Level
Author: Ramos, Selen
Date: 2017-04-24
Type: Journal Articles
Subjects: Bilingual Students,College Students,Test Anxiety,Gender Differences,Language Proficiency,English (Second Language),Questionnaires,Factor Analysis,Student Attitudes,Symptoms (Individual Disorders),Speech Communication,Language Tests,Statistical Analysis,Foreign Countries,Semi Structured Interviews

The aim of the current study was to investigate whether bilingual university/ college students may have speaking test anxiety. Additionally, it was examined whether there were differences in anxiety levels among bilingual students according to gender. To collect data, 140 bilingual university students were given a GEP-TAS (General English Proficiency test anxiety scale) consisting 3 categories. The 36 items in the questionnaire was subjected to Exploratory Factor Analysis (EFA) to determine the subcategories of the scale. Addition to that, the bilingual students were interviewed to get their opinions on how to overcome speaking test anxiety. The results showed that, bilingual university students got extremely anxious during the speaking test. They had experienced sweaty palms, shaky hands and pain in their stomach when they were asked to answer the questions in the speaking test. Also, it was found out that male students were much more relaxed during the speaking test comparing to female students. Students also believe they can tackle down with the speaking anxiety by organizing English speaking activities, making foreign friends, talking to their native teachers and going abroad. Those results were discussed within the context of relevant literature.
A &quot;Language&quot; of Modernization: Culture and Art Education in the Village Institutes
Author: Kaynar, Mete Kaan
Date: 2017-04-24
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Cultural Education,Social Change,Development,Educational History,Educational Innovation,Science Education

The Village Institutes were originally-designed in-place-training institutions of the Turkish education history. They had been a very significant and unique educational-product of Turkey which were gifted to all secular [modern] world education systems. Because these Institutes were explored in line with thoroughly native considerations and foresights. Thus the Institutes punched their latter-day principles and values not only in the Turkish, but also in many contemporary world education systems. Although the Institutes were shut down by some reactionary political approaches, their impacts, educational power and pedagogic wealth had reached until today. The main reason for that could be defined with various aspects. First of all, these institutions had adopted an unique educational model which was directly based on the universal science, culture and fine arts. This approach ensured authentic innovative styles for students of the Institutes, not only in the village field, but also in every educational level. Thus it should be emphasized that one of the most important aspects with this innovative education method was that the Village Institutes were conceived with a &quot;revolutionary&quot; and &quot;enlightenment&quot; understanding. This noteworthy aspect was what made them unique at first. Thus the aim of this research will firstly become to analyze educational model and system of the Village Institutes stemming from their unique, native, humanist and secular educational methods; and secondly explore how much innovative the Village Institutes were in the fields of science, culture and art. This study is based on the hypothesis-deduction method. Thus findings method for the study will follow a from-general-to-specific case approach. In this study, literature review and content analysis research methods will mainly be used.
The Internationalization of Higher Education: Realities and Implications. Report of the International Workshop on University, 2013. RIHE International Seminar Reports. No. 21
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2014-08-00
Type: Collected Works - Proceedings
Subjects: Higher Education,International Cooperation,Workshops,Foreign Countries,Global Approach,Educational Policy,Language of Instruction,English (Second Language),Case Studies

The Research Institute for Higher Education (RIHE), Hiroshima University, hosted an international workshop on December 5, 2013. The theme was &quot;The Internationalization of Higher Education: Realities and Implications.&quot; To discuss the theme, three foreign speakers, one Japanese speaker, and one commentator, were invited to speak. This volume is a summary report of the presentations given at the workshop. Following a Foreword by Fumihiro Maruyama, the following presentations are included: (1) 40 Years of Internationalization in European Higher Education: Achievements and challenges (Eric Beerkens); (2) Postcard from the United States: Policy perspectives and practical concerns for the internationalization of American higher education (Laura E. Rumbley); (3) Exploring Effective Strategies to Implement EMI: Case studies of two Korean universities (Kiyong Byun, Jae-Eun Jon and Young Ha Cho); (4) Japanese Universities and their Internationalization: Is paradigm shift feasible? (Yuichi Kondo); and (5) The Internationalization of China's Higher Education: Foci on its transnational higher education (Futao Huang). The following are appended: (1) Seminar Program; and (2) List of Participants. (Individual presentations contain references.) [For the conference from the previous year, &quot;The Changing Academic Profession in Asia: Teaching, Research, Governance and Management. Report of the International Conference on the Changing Academic Profession Project, 2013. RIHE International Seminar Reports. No. 20,&quot; see ED574122.]
University Knowledge Exchange (KE) Framework: Good Practice in Technology Transfer. Report to the UK Higher Education Sector and HEFCE by the McMillan Group
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-09-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,School Business Relationship,Intellectual Property,College Faculty,College Students,Research,Knowledge Management,Literature Reviews,Legal Responsibility,Competition,Performance,Technology Transfer,Leadership Responsibility,Entrepreneurship

As part of its commitment to keeping the UK at the leading edge as a global knowledge-based economy, the last Government asked the Higher Education Funding Council for England (HEFCE) in 2014 to develop a knowledge exchange (KE) performance framework that would secure effective practice in universities on key productive elements in the relationships between UK universities and business in its various forms. As part of the KE framework programme, a small group, chaired by Professor Trevor McMillan, the Vice-Chancellor of Keele University (the McMillan group was established to examine university approaches to supporting the exploitation of intellectual property rights (IPRs) that have been developed as a result of university-based research by university staff and students, which is commonly termed &quot;technology transfer.&quot; This review forms only a small part of the overall scope of the KE framework and of the range of KE activities/routes to impact, but is an area that generates considerable policy comment from a wide range of parties. The report presents: (1) A description of the scope of the review in the context of KE overall; (2) A description of the legal and regulatory frameworks to the conduct of university technology transfer, and its main goals; (3) An examination of the evidence on the competitiveness of UK technology transfer practice, policy and performance, and conclusions on what the evidence reveals about the opportunities for further UK development; and (4) conclusions on improvements needed, recommendations and next steps. Four annexes are included: (1) McMillan review group of good practice in technology transfer: membership and terms of reference; (2) Description of the KE framework programme; (3) History and overview of legal and other arrangements for ownership and exploitation of IP in universities; and (4) Overseas and UK models for collaboration and shared services for technology transfer.
Report on Research and Data Analysis on Academic Teaching Qualifications. Report to HEFCE by the Higher Education Statistics Agency and the Higher Education Academy
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-12-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Teacher Qualifications,College Faculty,Teacher Characteristics,Interviews,Research Methodology,Faculty Development,Preservice Teacher Education,Professional Continuing Education,Educational Improvement,Data Collection,Data Analysis,Coding,Motivation,Credibility

The Higher Education Funding Council for England (HEFCE) asked the Higher Education Statistics Agency (HESA) and the Higher Education Academy (HEA) to undertake research to explore the current issues around academic teaching qualifications in the HESA Staff record and to offer recommendations to improve data quality and coverage in future collections. The teaching qualifications data-collection cycle has been running for three years since the 2012/13 academic year. However, low levels of confidence in data robustness have prevented full publication of the data. In the first year of the data return in England, 51% of relevant staff were returned with &quot;unknown&quot; teaching qualifications. In the subsequent two years, the percentage of staff returned with unknown qualifications has fallen to 37%, and most recently to 26%. Whilst the improvement in the return is welcome, HEFCE was keen to understand the reasons for the still significant number of staff returned in this category. Accordingly, HESA (the sector data-collection agency) and the HEA (which accredits much of the training and continuing professional development in higher education (HE) and is responsible for overseeing the UK Professional Standards) were asked to investigate the potential reasons for this. In particular they were asked to explore trends and variability in the data, to identify and explore issues which might be affecting data quality and make recommendations for improvements in data collection and in the provision of information about the teaching qualifications return. This report analyses the proportion of &quot;unknowns&quot;, broken down by a variety of factors, including mode of employment, length of service, nationality and discipline. The following are appended: (1) Glossary and Acronym List; (2) Interview Schedule for Teaching Qualifications Research with PVCs and HR Directors; and (3) How the HEA Keeps Records Up to Date.
Evaluating English Learner Reclassification Policy Effects across Districts
Author: Cimpian, Joseph R.
Date: 2017-04-00
Type: Reports - Research
Subjects: Classification,Educational Policy,Policy Analysis,English Language Learners,School Districts,Student Records,Maximum Likelihood Statistics,Academic Achievement,State Policy,Graduation Rate,Program Effectiveness,Evaluation Criteria,Elementary Secondary Education

Effectively educating the large English learner population requires policymakers to ensure developmentally appropriate settings and services throughout the time students are learning English, as well as during their transition to fluent English proficient status--a process termed reclassification. Using longitudinal student-level data from two U.S. states (N = 107,549), the authors implemented recent advances in multi-site regression discontinuity designs to assess the effects of reclassification policies across districts. They found that reclassification decisions are heavily influenced by state criteria; however, there is considerable variability across districts in the extent of state-level influence. The authors also found robust evidence of between-district heterogeneity in the effects of reclassification on subsequent achievement and graduation. They discuss the implications of these findings for reclassification policies and future research on the topic. Looking toward the next century of education research, the authors discuss ways that multi-site regression discontinuity designs can be combined with qualitative research to enable policymakers and practitioners to better understand variation in effects of policies across contexts as well as the mechanisms underlying those effects. [At the time of submission to ERIC this article was in press with &quot;American Educational Research Journal,&quot; v54 suppl p255S-278S Apr 2017.]
A Comparative Analysis of Translation Strategies in the Turkish Translation of Songs in Walt Disney's Animated Musical Movies: &quot;Hercules&quot; and &quot;Frozen&quot;
Author: Meti?n Teki?n, Bilge
Date: 2017-04-24
Type: Journal Articles
Subjects: Translation,Turkish,Films,Guidelines,Linguistic Theory,Singing,Music,Qualitative Research,English,Second Languages,Language Styles,Language Rhythm,Acoustics

With the expansion of communication in the globalised world, translation has gained importance all over the world. Books, articles, magazines have been translated for over years. A new field in translation is song translation. The aim of the study is to analyze translation strategies that are applied in the translation process of songs in Walt Disney's Animated Musical Movies; namely &quot;Hercules&quot; (1997) and &quot;Frozen&quot; (2013) into Turkish within the framework of Skopos Theory. From each movie, 2 songs were selected. The names of the songs are The Gospel Truth 1 and Zero to Hero from &quot;Hercules&quot;, Love is an Open Door and For the First Time Forever from &quot;Frozen&quot;. The study focuses on the translation strategies based on Peter Low's strategies (2005); translation, adaptation and replacement. It is a descriptive qualitative research. The result of the study showed that there were 80 verses in &quot;Hercules&quot; and 86 verses in &quot;Frozen&quot;. In addition, from the three translation strategies proposed by Peter Low (2005), the most frequently used translation strategy is &quot;Replacement&quot; in &quot;Hercules&quot;, while it is &quot;Translation&quot; in &quot;Frozen&quot;.
Transmission of Cultural Specific Items into English Translation of &quot;Dear Shameless Death&quot; by Latife Tekin
Author: Öztemel, Figen
Date: 2017-04-24
Type: Journal Articles
Subjects: Translation,Comparative Analysis,Turkish,English,Classification,Taxonomy,Cultural Awareness,Global Approach,Language Usage,Linguistic Borrowing,Fiction,Folk Culture,Literature

This article aims at demonstrating which translation strategies are preferred in order to deal with the translation of culture-specific items in Latife Tekin's Sevgili Arsiz Ölüm (1983) and its English translation entitled &quot;Dear Shameless Death&quot; (2001). To achieve this primary aim, a comparative analysis is carried out between Sevgili Arsiz Ölüm and &quot;Dear Shameless Death,&quot; translated into English by Saliha Paker and Mel Kenne, and a sample set consisting of 100 conspicuous examples for culture-specific items is created. Subsequently, the culture-specific items in the sample set is classified according to Newmark's (1988) categorization of culture-specific items. These culture-specific items are assessed according to Venuti's (1995) domestication and foreignization methods in broad sense. Finally, a common strategy group is created based on Eirlys E. Davies (2003) and Javier Franco Aixelá's (1996) taxonomies proposed for translation of culture-specific items and the samples are analyzed according to these taxonomies. When the sample group of 100 culture-specific items are analyzed, it has been seen that the translators used both foreignization strategies such as addition, preservation, orthographic adaptation and domestication strategies such as omission, globalization and localization in order to deal with translation of various culture-specific items. The most frequently used strategy among others has been determined to be globalization strategy. In this article, 28 of 100 culture-specific items will be exemplified in order to provide an insight into the study.
Interpreter Training Curriculum in Turkey: The Case of Sakarya University
Author: Okuyan, Sibel
Date: 2017-04-24
Type: Journal Articles
Subjects: Translation,Second Languages,Foreign Countries,International Cooperation,International Trade,Political Power,Tourism,Health Services,Conflict,Teaching Methods,Higher Education,Course Evaluation,Departments,Ethics,Professional Development,Curriculum Development,Course Descriptions,German,Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction

In our globalizing and rapidly changing world thanks to the communication technologies, Turkey has a significant strategic position in terms of socio-cultural and economical aspects. Therefore, Turkey has a different commercial and political relationship with many countries comprising various cultures and languages. In order to maintain these relations healthfully, interpreting is of utmost importance. Turkey's membership application for EU shows that Turkey is now an important political power. Besides, commercial contacts with other countries are on the rise and foreign people pay a visit to our country for health tourism. On the other hand, conflicts in neighboring countries increase. All of these factors raise the demand for interpreting in Turkey. In this respect, considering aforementioned explanations we believe that contents of the interpreting courses in academic translation institutions must be refreshed and updated, while doing so, market conditions must also be taken into account. This study deals with interpreting courses offered at Sakarya University taking the above-mentioned suggestions into consideration. In this study, we aim to evaluate interpreting courses in terms of the developments in academic interpreter training and interpreting profession. Hence, curricula of Translation &amp; Interpreting (Studies) Departments were compared to each other and the findings are discussed.
Findings: Sector-Leading and Innovative Practice in Advancing Equality and Diversity. Report to HEFCE by the Equality Challenge Unit
Author: Higher Education Funding Council for England (HEFCE)
Date: 2017-04-00
Type: Reports - Research
Subjects: Higher Education,Educational Opportunities,Equal Education,Student Diversity,Annual Reports,Educational Practices,Evidence,Gender Discrimination,Sexual Harassment,Social Networks,Prevention,Improvement Programs,Change Strategies,Salary Wage Differentials,Comparable Worth,Social Change,Governance,School Policy,Teacher Recruitment,Staff Development,Mentors,Fringe Benefits,Outreach Programs,Institutional Advancement,Transitional Programs,School Support,Educational Innovation,College Administration,Foreign Countries,Qualitative Research,Statistical Analysis

Following our &quot;Call for evidence of sector-leading and innovative practice in advancing equality and diversity&quot; (HEFCE Circular letter 16/2016), HEFCE commissioned the Equality Challenge Unit (ECU) to report back on the range of equality and diversity practice undertaken across the higher education sector. Of 120 submissions received, ECU chose 68 projects from 36 institutions to include in this report. The report highlights nine themes common to the most innovative and successful policies and practices: collaboration, communication, data, leadership, networks, research, resource, scale and strategy. It further reports that the majority of submissions were not targeted at specific equality characteristics, and there were noticeably very few submissions on age, gender identity, religion and belief, and sexual orientation. In concluding, the ECU makes six recommendations including repeating this call for evidence, that any future calls be targeted to specific characteristics, and that institutions place greater emphasis on qualitative and quantitative evaluations of their best practice submissions. Criteria used to evaluate practice is provided in an annex.
Financial Health of the Higher Education Sector: 2015-16 to 2018-19 Forecasts. Data Analysis. November 2016/34
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-11-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Educational Finance,Foreign Students,Undergraduate Students,Student Recruitment,Investment,Financial Support,Retirement Benefits,Income,Prediction,Debt (Financial),Expenditures

This report provides an overview of the forecast financial health of the HEFCE-funded higher education (HE) sector in England. The analysis covers the financial forecasts for the period 2015-16 to 2018-19, based on information submitted by higher education institutions (HEIs) to HEFCE in July 2016. Financial Reporting Standard (FRS) 102 is the new financial reporting framework for higher and further education (FE) providers for reporting periods starting on or after 1 January 2015, and introduces some significant changes in the way financial performance is reported. Financial forecasts for the period 2015-16 to 2018-19 are consistent with the new standard and are presented alongside 2014-15 financial data restated under FRS 102. The new reporting framework makes comparison difficult between forecast performance and historical trends. The accuracy and reliability of the sector's forecasts depends on the assumptions made by HEIs in response to the latest higher education reforms and prevailing market conditions. The sector's financial results for 2014-15 showed a sound financial position overall. However, there was an increasingly significant variation in the financial performance of individual higher education institutions (HEIs) across the sector. The latest forecasts, for the period 2015-16 to 2018-19, show a continuation of this trend, with a widening gap between the lowest- and highest-performing institutions and increasing variation of forecasts in the sector. Three annexes are included: (1) Detailed analysis of financial forecasts; (2) Changes to 2014-15 following FRS 102 conversion; and (3) Sensitivity of financial forecasts to changes in key assumptions.