ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of the Availability, Utilization and Management of ICT Facilities in Teaching English Language in Secondary Schools in Kaduna State, Nigeria
Author: Yusuf, Hanna Onyi
Date: 2013-01-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Questionnaires,Secondary School Teachers,Teacher Attitudes,Educational Facilities,Scores,Statistical Analysis,Communications

The study investigated the availability, utilization and management of ICT facilities in teaching English language in secondary schools in Kaduna State, Nigeria. The study adopted a descriptive survey research design. A questionnaire titled &quot;Availability, Utilization and Management of Information and Communication Technology in teaching English Language in Secondary Schools&quot; (AUMICTSS) was used for data collection. Twenty randomly selected secondary schools from Kaduna metropolis were used for the study. A total of 100 teachers participated by responding to the items on the questionnaire. The data collected was analysed using frequencies and percentages. The findings of the study revealed that there is a dearth of ICT facilities in secondary schools in Kaduna as there are only very few of such facilities available in most of the schools visited. It also revealed that most teachers were not competent in the use of these facilities as the management of these facilities requires training and re-training. It was recommended as a matter of urgency that government should provide more ICT facilities in schools and ensure the provision of electricity in every secondary school for optimal utilization of these facilities. Teachers should equally be trained and re-trained regularly in the use and management of ICT facilities for effective English Language curriculum delivery.
Revisiting the Regular Education Initiative: Multi-Tiered Systems of Support Can Strengthen the Connection between General and Special Education
Author: Leach, Debra
Date: 2016-00-00
Type: Journal Articles
Subjects: Regular and Special Education Relationship,Inclusion,Disabilities,Special Education,Evidence Based Practice,Educational Strategies,Principals,Empowerment,Time on Task

In 1986 Madeleine Will proposed the Regular Education Initiative (REI) to share possibilities for eliminating the divide between general and special education. Although great strides have been made over the past several decades in regard to the inclusion of students with disabilities, a significant divide between general and special education still exists. The purpose of this article is to discuss how multi-tiered systems of support (MTSS) models for implementing evidence-based instruction to students with and without disabilities are used to create a culture of inclusive practices that encourage collaboration between general and special education. We offer suggestions for schools looking to establish and/or strengthen a model that is both cohesive and integrated.
Critical Discourse Analysis of Martin Luther King's Speech in Socio-Political Perspective
Author: Sipra, Muhammad Aslam
Date: 2013-01-00
Type: Journal Articles
Subjects: Discourse Analysis,Speeches,Social Differences,Cultural Differences,Guidelines,Political Attitudes

The article presents the Critical Discourse Analysis (CDA) of the first part of King Martin Luther's speech &quot;When I Have a Dream&quot; in socio-political context. The study investigates how it lies on the basis of application of Fairclough version of CDA in the first part of the text. Moreover, it explicates the terms like social, cultural and political inequalities in the light of text and framework.
Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education
Author: Ware, Sharon
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Achievement,Learning Disabilities,Inclusion,Program Effectiveness,Teacher Attitudes,Value Added Models,Scores,General Education,Teacher Surveys,Elementary School Teachers,Statistical Analysis,Special Education,Grade 5,Grade 6,Self Contained Classrooms,Public Schools,Standardized Tests

The purpose of this study was threefold: (a) to examine the academic progress of students in reading, who have a learning disability in reading, as they transfer from pull-out support services to inclusion services; and (b) to examine the academic progress of general education students in reading, as they transfer from a general education setting to an inclusive setting; and (c) to determine teachers' attitudes toward including children with special needs. The quantitative portion of the study involved two years of Tennessee Value-Added (TVAAS) scores for general education students as well as scores of students with a reading disability. The qualitative portion of this study utilized a modified scale of teachers' attitude toward inclusive classrooms. Participating teachers received a teacher opinion survey that determined teacher attitude toward including students with special needs. The results from this study revealed that most teachers have positive attitudes toward including students with special needs. Approximately 10 elementary school teachers were recruited to participate in the survey. The quantitative portion of the study indicated there were statistically significant differences in scores of general education students as they moved into an inclusive environment. General education students' test scores significantly declined once they were placed in an inclusive setting. However, the finding from this study showed no statistically significant difference in scores of students with a reading disability once they were moved from a pull-out support setting to an inclusion support setting. It is recommended that future research include larger and more heterogeneous participant pools that include race and gender variables.
Impact of Using Joint Productive Activity Approach on Second Language Learners' Performance in Reading Comprehension at the Basic Education Level in Nigeria
Author: Yusuf, Hanna Onyi
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Second Language Learning,Quasiexperimental Design,Secondary School Students,Control Groups,Experimental Groups,Teaching Methods,Performance Based Assessment,Learning Activities,Pretests Posttests,Educational Practices,Achievement Gains

This study investigated the impact of using joint productive activity on the performance of second language learners in reading comprehension at the basic education level in Nigeria. A sample of forty (40) Junior Secondary II students from Kaduna North and South were used for the study. The study was quasi experimental. Government Junior Secondary School Doka was used as the experimental group while Government Junior Secondary School Makera was used as the control group. Both groups were assessed after six weeks of teaching using two reading comprehension tests. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using joint productive activity. Based on the findings teachers are encouraged to use joint productive activities in teaching reading comprehension. This is a positive deviation from the traditional practice in Nigeria where a teacher is regarded as the sole custodian of knowledge and students are empty tabula rasa who should be passive during class teaching. Teachers need to exploit this new approach by designing teaching comprehension activities that will require second language learners' collaboration and active participation in accomplishing tasks jointly in class with the teacher.
Examining the Attitudes of Secondary General Education and Special Education Teachers toward Inclusion of Children with Autism in General Education Classrooms
Author: Bosch, Morghan E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Secondary School Teachers,Special Education Teachers,Autism,High School Students,Urban Schools,Teacher Surveys,Teacher Attitudes,Statistical Analysis,General Education,Comparative Analysis

Academic environments, such as general education classrooms, have increasingly become important learning environments for children with autism. The purpose of the study was to examine the attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms. The research questions are as follow: Is there a statistically significant difference in the overall attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms? Is there a statistically significant difference in the attitudes of secondary general education and special education teachers regarding professional issues, philosophical, and logistical concerns toward inclusion of children with autism in general education classrooms? Cochran (1997) created the STATIC instrument for the purpose of examining teachers' attitudes toward students with special needs and to identify the relationship between teachers' attitudes toward inclusion and toward the disabled in general. The STATIC instrument was chosen for this study due to its multiple uses in the literature gathering data regarding teachers' attitudes toward inclusion of many special needs populations, such as specific learning disabilities (SLD) and Down syndrome students (Barco, 2007; Mastin, 2010). The modifications to the STATIC instrument included identifying the special needs population being studied and inserting the name of the population in the statements within the instrument. Cochran granted permission to use the STATIC instrument with modifications in this study with yet another special needs population--children with autism. In this study, the modified Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) was used to survey 50 secondary (grades 9-12) English, science, social studies, and mathematics general education and 32 special education teachers with experience in teaching children with autism selected from 13 high schools in a large school system. Data were analyzed using independent-samples t tests. The findings showed no statistically significant difference in the overall attitudes and logistical concerns toward inclusion of children with autism in general education classrooms and statistically significant differences in the attitudes of secondary general and secondary special education teachers pertaining to professional and philosophical issues. An important finding of this study revealed that secondary general education teachers had positive not negative attitudes toward inclusion of children with autism in general education classrooms. This represents an attitudinal swing not embodied in the related literature.
Prosodic Transfer: From Chinese Lexical Tone to English Pitch Accent
Author: Ploquin, Marie
Date: 2013-01-00
Type: Journal Articles
Subjects: Chinese,English,Intonation,Suprasegmentals,Dialects,Pronunciation,Syllables,Native Speakers,Phonetics,Lexicology,Experiments,Hypothesis Testing

Chinese tones are associated with a syllable to convey meaning, English pitch accents are prominence markers associated with stressed syllables. As both are created by pitch modulation, their pitch contours can be quite similar. The experiment reported here examines whether native speakers of Chinese produce, when speaking English, the Chinese tone whose phonetic contour most closely matches the contour of the intended English pitch accent. Six native speakers of Chinese recorded English and Chinese sentences, all including the segment [fan]. Results show that the subjects produced a Chinese tone 2 where a rising pitch accents was required and thus that speakers of Chinese rely on their lexical tones inventory to produce English prosody. The results obtained with falling pitch accents are much less conclusive partly because of the difficulty in measuring tone 3 due to the high level of creak that accompanies it.
Developing a Specialized Vocabulary Word List in a Composition Culinary Course through Lecture Notes
Author: M.Nordin, N. R.
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English for Special Purposes,Vocabulary Development,Word Lists,Writing (Composition),Food,Cooking Instruction,Lecture Method,Notetaking,Writing Instruction,Writing Skills,Skill Development,Visual Aids,Teaching Methods,Rating Scales,Language Proficiency,College Students

Learning to write in a composition culinary course is very challenging for L2 learners. The main barrier in writing proficiency within this discipline is the lack of vocabulary, specifically the lack of exposure towards specialized vocabulary. This study aims to provide a corpus of specialized vocabulary within a food writing course. By providing students with a word list of specialized vocabulary in the course, students may benefit by familiarizing with the language discourse which will aid in better comprehension of the course, and subsequently facilitate in their writing development. A compilation of all PowerPoint slides from one writing course was assembled and analyzed using the range and frequency program to identify the specialized vocabularies in a food writing course. The corpus was categorized using a four step rating scale, which identified 113 specialized vocabularies in food writing. The learning of specialized vocabulary specialized vocabulary is an important issue at the tertiary level in Malaysia, with educators' realization of the importance of discourse proficiency in ESP programs, thus many more research is yielded on the many new issues on the teaching and learning of specialized vocabulary particularly within the academic and professional context.
ESL Distance Learners' Participation in an Online Forum: The Interplay of Contextual Factors
Author: Nair-Prakash, Sadhna
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Distance Education,Computer Mediated Communication,Context Effect,Social Environment,Communities of Practice,Mediation Theory,Interpersonal Communication,Blended Learning,Semi Structured Interviews,Data Analysis,Grounded Theory,Qualitative Research,Case Studies,English for Special Purposes,Student Participation,Peer Relationship,Tutors,Adult Students

This paper highlights the findings of a study examining the contextual factors that mediated distance learners' participation in an online forum (OLF). Contextual factors are elements that emerge as a result of distance learners' interaction with their social environment. The study drew on a sociocultural perspective that encompassed the concepts of communities of practice, mediation and dialogic interaction. These concepts advocate that both learning for knowledge and language learning are processes of social interaction. The participants of the study were adult ESL learners enrolled in a distance learning institution that employs a blended learning pedagogy. Multiple sources of information comprising semi-structured interview, text-based interview and informal chats were used for data collection purposes. Data was analysed using the constant comparative method. Through this approach, contextual factors mediating distance learners' participation in the OLF were uncovered.
Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana
Author: Kumedzro, Felix Kwame
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Principals,Teacher Persistence,Special Education Teachers,Correlation,Regression (Statistics),Questionnaires,Likert Scales,Special Schools,Statistical Significance,Participative Decision Making,Inclusion,Job Satisfaction,Statistical Analysis

The study aimed at establishing relationship between leadership style of head teachers and retention of special education teachers in Southern Ghana. The study was purely quantitative and utilized descriptive correlation design which allowed the researcher to establish the strength and direction of the relationship between the independent variable and the dependent variable. Data was collected with questionnaire from 140 teachers from nine special schools. Data was analyzed descriptively and inferentially. The study found a significant positive correlation between the leadership style and retention of special needs education teachers. Head teacher's leadership style was also found to have a statistically significant impact on retention of the teachers. It was recommended that head teachers of special schools should involve their teachers in the decision making process regarding the progress of the school so as to enhance teachers' job satisfaction and retention.
Steps to Becoming Independent: Toilet Training Challenges Facing Children with Autism Spectrum Disorder
Author: Belyea, Andrea
Date: 2016-00-00
Type: Journal Articles
Subjects: Toilet Training,Autism,Pervasive Developmental Disorders,Children,Teamwork,Family School Relationship,Student Needs,School Role,Communication Strategies,Pictorial Stimuli,Sequential Learning,Generalization,Privacy,Safety

Learning toileting routines often occurs later for students with autism spectrum disorder (ASD). Many factors affect the delay that a family may experience in trying to toilet train a child with ASD, so having teamwork between home and school is vital for success at mastering the routines associated with independent toileting. Consistency, communication, and routine are the hallmarks of success. There must also be some consideration for the unique sexual, emotional, and sensory needs of a child with autism who is trying to learn any new task.
Correlation between Low-Proficiency in English and Negative Perceptions of What It Means to Be an English Speaker
Author: Gill, Kavarljit Kaur
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Correlation,Language Proficiency,Second Language Learning,English (Second Language),Language Attitudes,Questionnaires,Statistical Analysis,Language Tests,Scores,Likert Scales

Learning another language is very much affected by positive or negative connotations attached to the new language by the language learner. Entering Malaysian public universities there are many students with a low proficiency in English, despite spending eleven years studying English in schools. Could it be that the lack of progress among these students could be attributed to a negative view of what it means to be a speaker of English? This study investigated the perceptions of students at a public university, to determine whether there is a correlation between low-proficiency and negative perceptions of what it means to be an English speaker. Analysis of the results showed that Malaysian students have a very positive perception of what it means to be an English speaker.
Cameras in Self-Contained Classrooms: Legal, Professional and Student Implications
Author: Ivie, Ashlee
Date: 2016-00-00
Type: Journal Articles
Subjects: Video Technology,Self Contained Classrooms,Special Education,Legal Responsibility,Privacy,Ethics,Disabilities,Federal Legislation,Equal Education,Educational Legislation,Parent Rights,Student Records,Constitutional Law,Civil Rights,Court Litigation,Safety,Behavior Modification,Faculty Development

This paper examines the use of cameras in self-contained special education classrooms. It begins with an examination of the legal framework used when administrators are contemplating the implementation of video surveillance within the classroom. It gives a brief summary of the Family Educational Rights and Privacy Act, Individuals with Disabilities Act, No Child Left Behind Act, and The Fourth Amendment of the Constitution and how they connect to the use of classroom cameras. This paper also explores several important court cases surrounding video footage within classes, as well as, the pros and cons of using audio-visual equipment to monitor individual classrooms. A field study conducted in Wasatch School District provides anecdotal information regarding video surveillance and outlines the advantages and disadvantages from the viewpoint of a behavior specialist, school psychologist, principal, and special education coordinator. The paper concludes with an analysis of the relevance of classroom cameras to professional goals as outlined by the Educational Leader Policy Standards.
Crossing Borders and Building Bridges: A Video Ethnography of Special Education in Nuevo Progresso, Mexico
Author: Lowdermilk, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Ethnography,Special Schools,Special Education,Public Schools,Elementary Secondary Education,Disabilities,Documentaries

This paper presents an overview of a video ethnographic study of a special education school on the Texas/Mexico Border. The public school is located in Nuevo Progreso, which is a town in the Río Bravo Municipality in the state of Tamaulipas in Mexico. The town is located on the United States-Mexico border. The Progreso-Nuevo Progreso International Bridge connects the town with Progreso Lakes, Texas. The 2010 census showed a population of 10,178 inhabitants. Both the school and town have very little resources making the creation of the special education school a very special event. For a public school to start a program requires many people (e.g., parents, teachers, school officials, students, and other stakeholders) bringing many resources to the table. One group was able to bring together the people and the resources.
The Effectiveness of Using a Social Story Intervention to Improve Social Interaction Skills of Students with Autism
Author: Al zyoudi, Mohammed
Date: 2016-00-00
Type: Journal Articles
Subjects: Autism,Interaction,Interpersonal Competence,Story Telling,Social Development,Young Children,Intervention,Teaching Methods,Instructional Effectiveness,Special Education,Check Lists,Males,Foreign Countries,Interviews,Behavior Problems,Skill Development,Observation

The aim of this study was to evaluate the effectiveness of using a social story intervention to improve social interaction skills in three students with autism aged between 7-8 years. A multiple-baseline-across participants design was used. To achieve the purpose of the study, the social stories were implemented. The intervention included reading the social story to the students, and answering questions based on what was read. The results of this study showed an increase in social interaction for all participants. The results suggest that the use of social story-only intervention without additional social skills interventions may be effective in increasing social interaction skills and the frequency of these skills.
The Using of Casual Style in ELT for Young Learners (Sociolinguistics Perspectives)
Author: Debora, Irene
Date: 2013-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Motivation,Teaching Methods,Learning Processes,Language Styles,Language Proficiency,Classroom Communication,Interpersonal Communication,Sociolinguistics,Language Variation,Discourse Analysis,Speech Communication

Young Learners have less reinforcement to speak with others. One of the causes is the trend of formal or clumsy learning setting in emphasizing the speaking proficiency. Speaking based on the culture context also contribute them in increasing their motivation to express their ideas. &quot;Casual style&quot; as one of the language variations gives contribution in increasing students' motivation to be more active in the class. The simply characteristics of &quot;Casual style&quot; can be memorized and applied easily. &quot;Casual style&quot; tends to adjust the culture of speaker in communication so it will be easy to be understood. Students also can use the utterances in their daily life because most of the utterances are familiar for them. The raising of motivation from students will give positive effect for teaching and learning process, students, and also teachers.