ethanporcaro/eric-fulltext-meta huggingface dataset:
The Bildungsroman Tradition: The Philosophical Maturation of Jack Burden in &quot;All The King&apos;s Men&quot;
Author: Al-Shraah, Bassam M.
Date: 2017-10-00
Type: Journal Articles
Subjects: Novels,Philosophy,Moral Values,Literary Genres,Individual Development

This paper aims to sketch out the transformation that Jack Burden--the main character in the novel--had gone through. With all the political leanings in Warren's &quot;All the king's Men,&quot; Jack Burden seems to have had developed his own theories of dealing with life and people all through his life. He has always suffered an inferiority complex, rendering himself unworthy of being a real human being. This paper claims that Jack's philosophical transformation has passed through three distinct phases; he had changed from a carefree idealist to a man of moral responsibility much similar to a Bildungsroman style of character maturation. Difficult times that Jack Burden has gone through caused his awakening at the end of the novel ushering his maturation.
Complications of Translating the Meanings of the Holy Qur&apos;an at Word Level in the English Language in Relation to Frame Semantic Theory
Author: Balla, Asjad Ahmed Saeed
Date: 2017-10-00
Type: Journal Articles
Subjects: Translation,Islam,Semitic Languages,English (Second Language),Semantics,Religion,Linguistic Theory,Cultural Background,Language Usage,Questionnaires,Morphology (Languages),Foreign Countries,College Students

The present study is an attempt to investigate the problems resulting from the lexical choice in the translation of the Holy Qur'an to emphasize the importance of the theory of &quot;Frame Semantics&quot; in the translation process. It has been conducted with the aim of measuring the difference in concept between the two languages Arabic and English. In order to find out this difference two words have been chosen from the Qur'an to see how the different English frames can affect the translation of the Holy Qur'an. In addition to that the paper aims to reveal the strategies used by translators to avoid such effect. We also intended to see which factors that can mostly affect the translation of the Qur'an: the linguistic background or the cultural knowledge. Four hypotheses were coined to deal with the difference in frame knowledge (conception) between Arabic and English. The analysis of the data showed that the linguistic background contributed more to the translators' ability than the cultural knowledge. Arank ordering for the five translations performed in the present study resulted in that the first rank (completely appropriate) was assigned to Yusuf Ali's translation and the second position was booked by Pickthall's translation.
A Research on the Influence of Contemporary Popular Music upon Youths&apos; Self-Identity
Author: Jing, Wang
Date: 2017-10-00
Type: Journal Articles
Subjects: Music,Music Appreciation,Foreign Countries,Youth,Cultural Influences,Cultural Differences,Folk Culture,Asian Culture,Self Concept

&quot;Emotion&quot; is a key to exploring the relationship between contemporary popular music and youths. In reality, youths exercise the identity construction centering on self-identity by the unconscious use of ritualization towards popular music (cultures). The article analyzes the conversion in identity construction of youths in the course of popular music appreciation in the new era, and summarizes the identity construction of &quot;private-individual&quot;, &quot;public-individual&quot;, &quot;self-division&quot; and &quot;reflexive&quot;. The study on varieties of identity types strengthens our belief that &quot;emotion-identity&quot; is a down-to-earth approach to research Chinese youth group of popular music appreciators.
Quizzes in Every Other Session Improve Undergraduate EFL Learners&apos; Pronunciation Achievement
Author: Ghorbani, Mohammad Reza
Date: 2017-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pronunciation,Language Tests,Phonology,Control Groups,Experimental Groups,Pretests Posttests,Foreign Countries,Literature,Undergraduate Students,Statistical Analysis,English Literature,Testing,Learning Activities

The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners' pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners' pronunciation achievement can improve if quizzes are used every other session.
English Voices in &quot;Text-to-Speech Tools&quot;: Representation of English Users and Their Varieties from a World Englishes Perspective
Author: Karakas, Ali
Date: 2017-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Variation,Second Language Instruction,Statistical Analysis,Content Analysis,Instructional Materials,Computational Linguistics,Computer Software,Language Usage,Teaching Methods,Speech Communication

English has experienced grave transformations recently in terms of socio-demographic and geographical characteristics. While such transformations have resulted in diverse types of English uses and various English users, the existing ELT materials still fail to represent the global varieties and dynamic uses and users of English. Moving from a World Englishes perspective, this paper investigates a corpus of online Text-to-Speech tools and software to discuss their suitability for teaching English according to the plurithic view of English, which throws focus on various users and uses of English. Analysed via quantitative content analysis, the data showed that TTS tools promoted the Inner circle (native-English) varieties over the Outer and External circle (non-native) varieties and non-native accents. In addition, the absolute absence of users from the Expanding circle was observed as no speakers from this circle was available in the tools analysed. The findings suggest that a satisfactory World Englishes perspective has not yet been taken into consideration in the present Text-to-Speech tools. There is, thus, a crucial need for a shift in the design of such tools to get them adjusted to represent different types of English users and uses.
A Critical Metaphor Analysis of Disability Identity and Ideology in the Thai Undergraduates&apos; Home for Children with Disabilities Website Project
Author: Sudajit-apa, Melada
Date: 2017-10-00
Type: Journal Articles
Subjects: Figurative Language,Disability Identification,Foreign Countries,Undergraduate Students,Web Sites,Criticism,Discourse Analysis,Semi Structured Interviews,Disabilities,Children,Ideology,Buddhism,Childhood Attitudes

This study examines how the Home for Children with Disabilities and disability identities were construed by Thai undergraduates in their website project through an analysis of metaphors. Critical Metaphor Analysis (CMA) was the framework for analyzing the use of metaphors and the participants' enactment of identity and social representation. The critical analysis revealed four dominant themes: &quot;JOURNEY&quot;, &quot;FAMILY&quot;, &quot;OBJECT&quot; and &quot;HOPE&quot; all utilized to reproduce the Home for Children with Disabilities identity as a &quot;warm&quot;, &quot;effective&quot; and &quot;altruistic&quot; organization that provides their children with forms of care and compassion. The analysis, in addition, showed the participants' representation of disability identity as a non-static and changeable entity. Children with disabilities were seen as &quot;capable of becoming self-supporting&quot;. Additionally, the semi-structured interviews conducted with the participants indicated that social oppression was believed to be the cause of disability-related issues and that true understanding was needed to terminate social discrimination.
Freudian Notion of Psychoanalysis: Its Implications in Contemporary Teaching Practices
Author: Awan, Muhammad Afzal
Date: 2017-10-00
Type: Journal Articles
Subjects: Psychiatry,Educational Practices,Aggression,Sexuality,Cognitive Processes,Conflict,Punishment,Standardized Tests,Educational Environment,Teacher Effectiveness,Locus of Control

The author has engaged in a critical review of Frued's notion of psychoanalysis and its vitality in teaching. Illustrating from Freud's own assertions and through the interpretations of the later critics, the author has pointed out certain noticeable pitfalls and, or incapacities of contemporary teaching practices. The forces of aggression and sex exert their influence through the unconscious drives to make teaching, holds Freud, one of the &quot;impossible&quot; professions. Impossibility of teaching does not imply an absolute failure of all what education stands for, but it refers to the challenges of the problematic nature of the profession. Teaching a child entails a tug of war between &quot;conscious self&quot; and &quot;unconscious drives&quot;. This tug of war is organized by ill conceived notions of love, kindness, motherhood associated with teachers. On the contrary, the contemporary teaching practices are guided by coercive methods of subjugation, standardized tests and institutional control. None but the leaner suffers in this predicament. This is how more damage than the benefit is suspected from education. The author concludes that a more liberal environment can create a space for the leaner to appease the vulnerable impulses of sex and aggression without affecting the natural creativity which is probably the greatest intrinsic capital to invest for great gains. Frued's notion of psychoanalysis can be a means to an end but not an end in itself. It can defend teaching from failing in its pursuits; if the failure is predetermined, teachers may fail honorably rather than miserably.
The Effect of Implementing the Experiential Learning Model in Listening Comprehension for the Eleventh Graders at SMAN 1 Telaga Biru
Author: Tahir, Ismail
Date: 2017-10-00
Type: Journal Articles
Subjects: Experiential Learning,Listening Comprehension,Grade 11,Language Enrichment,Pretests Posttests,Foreign Countries,English (Second Language),Language Teachers,Experimental Groups,Class Activities,Academic Achievement,Listening,Second Language Learning

This study is aimed to investigate the effectiveness of the experiential learning in listening comprehension with the focus on the implementation of the class story using language experience at SMAN 1 Telaga Biru. As the pre-experimental research, this study involved one class consisted of 27 students in the eleventh graders. However, most of the students of the eleventh graders in this school have some problems in their listening comprehension. This current research, therefore, aims at finding the result of the students' listening comprehension by using experiential learning in focusing on the class story using language experience for the eleventh graders at SMAN 1 Telaga Biru and defining the students' achievement in listening comprehension by using experiential learning focusing on the class story using language experience. This study also explored the learners' listening comprehension by analyzing the result of the students' pretest and post-test. It was found that the mean of the pre-test was 60 while the mean of the post-test was 80,6. By analyzing this result, it indicated that the post-test was higher than the pre-test. In conclusion, the finding of this research showed that teaching listening in the eleventh graders of SMAN 1 Telaga Biru using experiential learning in focusing on the class story using language experience was effective to teach students' listening comprehension. Therefore, it can be suggested that it was an alternative way to use of experiential learning focusing on the class story using language experience in teaching listening.
Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey
Author: Haseki, Halil Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Preferences,Teacher Surveys,Teacher Attitudes,Learning Processes,Performance Factors,Departments,Age Differences,Tenure,Gender Differences,Academic Rank (Professional),Qualitative Research,Semi Structured Interviews,College Faculty,Statistical Analysis

The purpose of this study was to investigate academics' lifelong learning positions and preferences. The research was designed as survey research. The participants consisted of 230 academics from Faculty of Education of Anadolu University in Turkey. Data were collected using a survey form which had items about the factors that affect lifelong learning process of academics. It was found that lifelong learning survey scores of participants vary according to their departments, branches, ages, seniorities, genders and academic titles. It was also found that academics of education faculty mainly participate in scientific and teaching activities in lifelong learning.
Scrum Methodology in Higher Education: Innovation in Teaching, Learning and Assessment
Author: Jurado-Navas, Antonio
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Teamwork,Higher Education,Instructional Innovation,Self Management,Time Management,Active Learning,Student Projects,Student Attitudes,Attitude Change,Learner Engagement,Electronic Publishing,Portfolios (Background Materials),Learning Processes,Capacity Building,Thinking Skills,Skill Development,Constructivism (Learning),Teaching Methods,Undergraduate Students,Humanities Instruction,Qualitative Research,Case Studies,Observation,Interviews,Self Efficacy,Personal Autonomy,Heterogeneous Grouping,Group Experience,Questionnaires

The present paper aims to detail the experience developed in a classroom of English Studies from the Spanish University of Málaga, where an alternative project-based learning methodology has been implemented. Such methodology is inspired by scrum sessions widely extended in technological companies where staff members work in teams and are assigned tasks within long-termed projects. Students were initially reluctant and afraid to work in teams but, as the experience advanced, their point of view was changing. Thus they positively stated that this methodology encouraged themselves to participate and to change ideas, with a deeper feeling of empathy, self-organisation and self-knowledge. At the end, most of the students declared they would participate again in a similar activity. Hence, considering the opinions from the students (and also from the teachers), and after observing the whole experience and analyzing the documents generated in an electronic portfolio, we think this method can be considered as a good proposal to accomplish a teaching-learning process of high quality at universities for three main reasons: first, it improves the capacity of using the knowledge in a disciplined, critical and creative way; second, it promotes the coexistence in heterogeneous human groups; and third, it develops the capacity of thinking, living and acting with complete autonomy.
The Phenomenon of Intrusive Thoughts in Yejide Kilanko&apos;s &quot;Daughters Who Walk This Path&quot;
Author: Dodhy, Shamaila
Date: 2017-10-00
Type: Journal Articles
Subjects: Masculinity,Sex Role,Emotional Disturbances,Trauma,Symptoms (Individual Disorders),Therapy,Gender Differences,Rape,Misconceptions,Trust (Psychology),African Culture,Females,Novels

Hegemonic masculinity, with patriarchal supremacy and female subservience are the norms of many African societies. Suffering in silence goes along with the traditional place of woman in African societies as they observe sexist hierarchy of power. Physical attack and its wounds flourish in an atmosphere of secrecy and silence. Silence to such problems escalates psychological distress, casting adverse effects on the individual. Silence leaves overt and covert markings on the psyche. Intrusive thoughts are one of symptoms among nightmares, flashbacks, fear, and anxiety of psychological trauma. No previous research examined the intrusion of intrusive thoughts which disturb the life of Morayo. The article addresses this gap as this symptom of trauma makes life difficult for a girl whose trust is violated by a kinsman. This work accentuates that speaking-out can end a false sense of shame that survivors often carry. Speech will agitate legal change, bring about advancement in therapeutic approaches, and undermine social myths about sexual assault which will promote acceptance for the survivors.
Increasing Academic Rigor through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program
Author: Courtade, Ginevra R.
Date: 2017-12-00
Type: Journal Articles
Subjects: Rural Education,Special Education,Faculty Development,Coaching (Performance),Program Effectiveness,Elementary School Teachers,Secondary School Teachers,Disabilities,Elementary School Students,Secondary School Students,Evidence Based Practice,College School Cooperation,Program Design,Fidelity,Communities of Practice,Administrators

SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.
Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial
Author: Mason, Linda H.
Date: 2017-12-00
Type: Journal Articles
Subjects: Writing Strategies,Writing Instruction,Disabilities,Rural Schools,Randomized Controlled Trials,Comparative Analysis,Elementary School Students,Elementary School Teachers,Grade 5,Grade 6,Writing Workshops,Faculty Development,Persuasive Discourse,Program Evaluation,General Education,Inclusion,Outcomes of Education,Writing Improvement,Statistical Analysis,Writing Tests,Pretests Posttests,Writing Skills,Multivariate Analysis,Intervention

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students.
Reversal Reversed? The New Consensus on Education and Training
Author: Ainley, Patrick
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Privatization,Outsourcing,Politics of Education,Student Experience,Educational Policy,Academic Standards,Educational Change,Educational Practices,Higher Education,Vocational Education

England for the foreseeable future is stuck with a one-track government that knows only the crisis measures with which Margaret Thatcher responded to the 1970s crisis of capital accumulation. Deregulation of all public services with privatization of provision on the contracting-out state model is seen as the solution to every problem and is a part of the motivation for those who seek to leave the overly regulated European Union. A small state in a free market is the narrow-minded ideal, but it reflects more than poverty of imagination in response to the global challenges that threaten to overwhelm humanity. In this article, the author shares his thoughts on the crisis of legitimacy in education.
Supporting the Development of Assessment Literacy of Staff through Institutional Process Change
Author: Forsyth, Rachel
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Evaluation Methods,Evaluators,Literacy,Standards,Feedback (Response),Interviews,Focus Groups,College Faculty,Attitude Measures

This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements.
Mind the Gap between the Policy Announcements and Implementation: The Youth Contract and Jobcentre Plus Advisers&apos; Role as Careers Educators for 18-24-Year Olds
Author: Cagliesi, Gabriella
Date: 2015-09-00
Type: Journal Articles
Subjects: Career Education,Access to Education,Foreign Countries,Politics of Education,Adolescents,Young Adults,Career Counseling,Public Policy,Career Centers,Surveys,Interviews

Access to careers education for young people has been in decline under the Conservative-Liberal Democrat Coalition Government due to changes in regulations and funding. Therefore it has become vital to deliver the commitments made in the Youth Contract to provide careers advice through Jobcentre Plus advisers. At the same time, other policy changes have put Jobcentre Plus advisers increasingly in the role of benefit enforcers. This paper explores how these two roles interact with each other and influence the experience of young people trying to access careers advice. We propose a framework that would encourage the development of a Jobcentre Plus fit for the purpose of the Youth Contract.