ethanporcaro/eric-fulltext-meta huggingface dataset:
Syntactic Ambiguity of (Complex) Nominal Groups in Technical English
Author: Borucinsky, Mirjana
Date: 2019-00-00
Type: Journal Articles
Subjects: Syntax,English for Special Purposes,Ambiguity (Semantics),Form Classes (Languages),Phrase Structure,Semantics,Language Teachers,Teacher Education,Second Language Learning,Second Language Instruction,Engineering,Marine Education,Computational Linguistics

Complex nominal groups are common in technical English (i.e., English for Specific Purposes, ESP) since they allow lexical items to be tightly packed into a clause which consequently leads to increased lexical density and syntactic ambiguity. In this paper, we analyse (complex) nominal groups in technical English. We propose that, in addition to context and extralinguistic knowledge (i.e. shared technical background that the ESP teacher does not necessarily possess), the structure of the nominal group--or, more precisely, the position of modifiers within the group also plays a role in resolving of syntactic ambiguity and disambiguation of meaning. Thus, modifiers standing farthest from the head have the least specifying potential and are followed by other modifiers that restrict the meaning of the entire nominal group. In this way, the participle &quot;reciprocating&quot; in &quot;steam reciprocating engine&quot; (vs.*&quot;reciprocating steam engine&quot;) is more specific in meaning and is thus positioned closer to the head of the nominal group. Our results indicate the type of modification (i.e. linear or non-linear) lends support to the disambiguation of complex nominal groups. The paper's main contribution is in the field of ESP teacher education in the way that it helps ESP teachers who are not specialists in the field of (marine) engineering to process understand and successfully teach complex nominal groups.
Leadership Styles Prevailing for Faculty Members at the College of Education in Al-Delam from the Point of View of Its Female Students
Author: Qaralleh, Thikryat Jibril
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,College Faculty,Schools of Education,Females,Student Attitudes,College Students,Age Differences,Authoritarianism,Democracy,Foreign Countries

The current study aimed to get acquainted with the students' point of view of the leadership styles practiced by the faculty members at Prince Sattam bin Abdulaziz University&quot; College of Education in Dammam as a model &quot;and to know if there were differences in the response of female students to the fields of the study tool according to the difference in the study variables&quot;. The study adopted descriptive research, field analysis and a questionnaire consisting of &quot;the autocratic style, democratic stratification, and the facilitative style&quot; was developed distributed to a sample of (31%). The findings of the study showed that the general arithmetic mean for the responses of the sample members to the paragraphs that measure the prevailing leadership styles of the faculty members from the point of view of its students has come with an average degree of appreciation and the democratic style has ranked first, followed by the second autocratic style and finally the facilitative style. The results also showed that there were no statistically significant differences in the field of (democratic style) due to the age that female students from different age groups agree that faculty members practice a democratic style. Finally, the results showed that there are statistically significant differences between the values of the arithmetic mean for the responses of the sample members towards the questionnaires of the study tool according to the variable of the type of department on the tool as a whole. The study made several recommendations, including: Urging the faculty members to practice the democratic leadership style and to avoid the practice of the authoritarian leadership style.
All Students Belong in &apos;The New Zealand Curriculum&apos;: A Vision Supported by the Inclusive Education Capability Building Project
Author: McIlroy, Anne-Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Inclusion,Capacity Building,Foreign Countries,Program Descriptions,Faculty Development,Inquiry,National Curriculum,Leadership Role,Barriers,Educational Change,Futures (of Society),Elementary Secondary Education,Educational Practices,Pacific Islanders,Ethnic Groups,Instructional Leadership,Special Needs Students,Academic Achievement,Teamwork,State Departments of Education

This article describes the Ministry of Education's Inclusive Education Capability Building Project (2013-2014). Project members were tasked with creating resources for professional development that would be used to grow inclusive practice in New Zealand schools. This article also shares the learning journey of some members of the project team as they engaged in the inquiry process around inclusive practice. A key understanding for this project was that all students can be successful learners and belong in &quot;The New Zealand Curriculum&quot; (Ministry of Education, 2007), also referred to in this article as NZC.
Whatu: Weaving Maori Women Educators&apos; Pedagogy
Author: Hiha, Anne A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Females,Ethnic Groups,Pacific Islanders,Figurative Language,Learning Processes,Peer Relationship,Teacher Characteristics,Women Faculty,Foreign Countries,Teacher Attitudes,Handicrafts,Cultural Influences,Malayo Polynesian Languages

Whatu was the starting point for a metaphor that emerged as a representation of three Maori women educators' pedagogy. The Whatu metaphor was developed as a way of understanding the complexities of the Maori women's pedagogy and to show that the strength of that pedagogy is in the interweaving of the strands. Concepts of Maori pedagogy are becoming more accessible in Aotearoa/New Zealand: for example, the notion of ako as a means of explaining the connectedness of learning and teaching; and tuakana-teina as a form of peer support and learning. However, the pedagogy that umbrellas those two concepts is less accessible and was the subject of a small kaupapa Maori research project involving three Maori women educators. In response to a research question: 'What is Maori women educators' pedagogy?' this article describes the Whatu metaphor; a metaphor that represents the research participants' pedagogical ways of being, knowing and doing, and advances a new way of viewing Maori women educators' pedagogy.
The Importance of Teaching Phonological-Based Spelling Skills
Author: Greaney, Keith
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Phonology,Spelling,Error Patterns,Phoneme Grapheme Correspondence,Alphabets,Spelling Instruction,Tests,Error Correction,Foreign Countries,Inservice Teacher Education,Preservice Teachers,Literacy Education,Elementary School Teachers,Elementary School Students

In a recent study we (Greaney &amp; Arrow, 2009) undertook an analysis of the types of spelling errors that students had made during a National Education Monitoring Project writing task (Crooks, Flockton &amp; White, 2007). We discussed several issues related to spelling, including the value of analysing students' error-response patterns as a way of identifying some of the likely causes for these errors. As Bissaker and Westwood (2006) note &quot;A pattern of errors (miscues) can indicate children's grasp of regular grapho-phonic relationships and their awareness of less predictable letter sequences&quot; (p. 25). In the current paper the relevance of analysing spelling error-responses as a source of data from which to design further explicit spelling instruction is discussed. Some possible teaching activities that may be used with either small groups or whole classes that aim to develop (in students) a more in-depth orthographic knowledge of words are also presented.
The Effectiveness of Word Prediction Software WORDQ: &quot;…Predict It, Hear It, Choose It, Review It, Correct It, Write It Now…&quot;
Author: Jacobs, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Assistive Technology,Computer Software,Academic Achievement,Teaching Methods,Prediction,Barriers,Instructional Effectiveness,Foreign Countries,Writing Improvement,Students with Disabilities,Writing Difficulties,Self Efficacy,Cognitive Ability,Phrase Structure,Access to Education,Sociocultural Patterns,Scaffolding (Teaching Technique),Usability,English (Second Language),Second Language Learning,Writing Instruction

Our cluster receives a number of referrals from schools requesting support with the implementation of assistive technology tools (particularly word prediction software) to support struggling reluctant writers. It is widely acknowledged that writing is pivotal for academic success, and when a learner has difficulty expressing their ideas they often can become alienated and frustrated. Fledging research suggests that the appropriate use of assistive technology like word prediction software can remove such barriers for struggling writers. A popular word prediction software tool used in New Zealand schools is WordQ. This article discusses the background to WordQ, summarises the research supporting its effectiveness as a tool to support struggling writers, and highights ways to overcome barriers to enable the successful implementation of WordQ in schools.
Poverty in New Zealand: Who Is Most Affected, What Are the Effects on Students, and How Can the Issues Be Overcome?
Author: Burkett, Lesley
Date: 2014-00-00
Type: Journal Articles
Subjects: Poverty,Social Differences,Socioeconomic Background,Student Behavior,Foreign Countries,Disadvantaged,Outcomes of Education,Ethnic Groups,At Risk Students,Barriers,Equal Education,Pacific Islanders,Parent School Relationship,Educational Resources,Cultural Awareness,Empathy,Teacher Student Relationship,Culturally Relevant Education,Correlation,Elementary Secondary Education

Students from low socio-economic backgrounds in New Zealand face many disadvantages when it comes to education, and, despite government initiatives, the disparity between the poor and the well-off continues to grow in this country. New Zealand is among several countries where income inequalities are large and the impact of socio-economic background on learning outcomes is also large (OECD, 2010). The literature in New Zealand, and overseas, regarding the effects of poverty on education is varied and extensive. This position paper discusses these effects on the learning and behaviour of students and considers what ethnicities are most at-risk as a result. Enablers and barriers to overcoming disadvantages associated with low socio-economic status (SES) background are then reviewed.
Keeping Our Difficult Kids in School: The Impact of the Use of the &apos;Boxall Profile&apos; on the Transition and Integration of Behaviourally-Disordered Students in Primary Schools
Author: Allison, Judy
Date: 2014-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Elementary School Students,Social Support Groups,Profiles,Child Development,Academic Ability,Emotional Disturbances,Emotional Development,Social Development,Trauma,Child Neglect,Child Abuse,Attachment Behavior,Intervention,Disadvantaged,Case Studies,Diagnostic Tests,Scores,Classroom Techniques,Behavior Change

This paper discusses the Boxall Profile as an assessment and intervention framework designed to support disadvantaged children in mainstream schools. The Boxall Profile was developed in the 1970s in the United Kingdom by Marjorie Boxall to identify children who had come into school unprepared to meet the demands of classroom life and needed support in a nurture group. The nurture group provided the emotional/social support the children needed to prepare them for mainstream classes. The Boxall Profile shows how the processes of early child development play a central role in a child's ability to learn and succeed at school. It helps teachers in mainstream school to understand the emotional problems that lie behind difficult behaviour. A case study example demonstrates how the Boxall Profile provides evidence of deficit in social and emotional competence when attachment has been disrupted and a child has experienced trauma, neglect or abuse.
A Brief Analogy Strategy-Based Intervention Supports the Development of Invented Spelling and Decoding
Author: Evans, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Intervention,Literacy Education,Invented Spelling,Decoding (Reading),Pattern Recognition,Reading Strategies,Spelling,Learning Problems,Phoneme Grapheme Correspondence,Comparative Analysis,Phonemic Awareness,Logical Thinking,Skill Development,Program Descriptions,Benchmarking,Elementary School Students,Tests,Reading Tests,Word Recognition,Accuracy,Reading Comprehension

Recent research in literacy acquisition has led to an elaboration of instructional programmes that focus on supporting children's progress through successive developmental levels. An example of such an approach is &quot;analogy instruction,&quot; the basis of which is that children develop a system of recognition of shared patterns within words and strategies for applying them to reading and spelling in context. This study evaluated the implementation of a modified analogy strategy-based programme. A group of Y3 and 4 children with reading and spelling difficulties were taught, for eight weeks, specific phonological skills and analogy strategies for reading and spelling. The key finding was that the intervention significantly improved children's letter-sound knowledge, phonemic awareness decoding (non-word reading), and invented spelling skills compared with that of a control group. This finding suggests that an analogy strategy-based programme may be effective in improving children's decoding and encoding skills.
Distance Learners&apos; Experiences of Silence Online: A Phenomenological Inquiry
Author: Duran, Leslie
Date: 2020-01-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Graduate Students,Student Attitudes,Student Participation,Interpersonal Communication,Foreign Countries,Computer Mediated Communication,Student Behavior,Asynchronous Communication

Although learner silence in face-to-face classrooms has been the topic of considerable research interest, relatively little investigation has been done into learners' experience of silence in distance education. Guided by a phenomenology of practice approach, this study explores the lived experiences of online silence, using interview data gathered from 12 graduate students who were engaged in cohort-based distance learning. Iterative rounds of a whole-part-whole interpretive process were used to identify key themes that emerged regarding the participants' lived experiences. The findings highlight that silence is a complex, multifaceted phenomenon that was both enacted and received by the participants. Speaking out online was done carefully, sometimes with partial voice and sometimes in fuller voice, sometimes as an obligation and other times with a sense of spontaneity and connection. The six themes that emerged were as follows: (a) learners enact purposeful silence; (b) learners absorb silence from others; (c) learners perceive, and use, silence as demarcation; (d) learners experience silence within voice; (e) learners use deliberate, complex strategies while engaging in online discourse; and (f) learners hear each other in a trusted community. These six themes give new understandings to the experience of online silence. They reflect the multifaceted and nuanced aspects of the phenomenon and have implications for distance education instructors, learners, and curriculum developers.
Constructing a Design Framework and Pedagogical Approach for Adaptive Learning in Higher Education: A Practitioner&apos;s Perspective
Author: Cavanagh, Thomas
Date: 2020-01-00
Type: Journal Articles
Subjects: Instructional Design,College Instruction,Individualized Instruction,Educational Technology,Best Practices,Guidelines,Classification,Electronic Learning,Teaching Methods

While adaptive learning is emerging as a promising technology to promote access and quality at a large scale in higher education (Becker et al., 2018), the implementation of adaptive learning in teaching and learning is still sporadic, and it is unclear how to best design and teach an adaptive learning course in a higher education context. As early adopters, a team of instructors, instructional designers, and administrators at the University of Central Florida (UCF) identified five key design features as an adaptive learning design framework to guide the unique course design process. These five features involve deliberate design and development efforts that could bring significant benefits to student learning. The purpose of this field note is to present a design framework and best practices for teaching from both a systems and a pedagogical approach in the context of implementation at UCF. We also share the rationale and classification framework UCF has adopted to ensure the term &quot;adaptive learning&quot; is universally understood across campus. This paper offers insights into the design, delivery, and implications of utilizing adaptive learning systems in higher education courses at a public research university and attempts to capture the intimacy of lessons learned and best practices gathered since the project's inception in 2014.
Designing a Community of Inquiry in Online Courses
Author: Fiock, Holly S.
Date: 2020-01-00
Type: Journal Articles
Subjects: Communities of Practice,Online Courses,Inquiry,Educational Strategies,Cooperative Learning,Instructional Design,Sense of Community,Learning Activities,Learner Engagement,Reflection,Best Practices,Teacher Student Relationship,Active Learning,Feedback (Response),Expectation,Time Management

This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen's (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.
Doctoral Students&apos; Learning Success in Online-Based Leadership Programs: Intersection with Technological and Relational Factors
Author: Lee, HyunKyung
Date: 2020-01-00
Type: Journal Articles
Subjects: Online Courses,Doctoral Students,Leadership Training,Measures (Individuals),Skill Development,Student Attitudes,Predictor Variables,Teacher Student Relationship,Technical Support,Academic Persistence,Self Efficacy,Doctoral Programs,Student Characteristics,Reliability,Correlation,Technological Literacy

This study examines how technological and relational factors independently and interactively predict the perceived learning success of doctoral students enrolled in online-based leadership programs offered in the United States. The 73-item Online Learning Success Scale (OLSS) was constructed, based on existing instruments, and administered online to collect self-reported data on three primary variables: student learning success (SLS), relational factors (RF), and technological factors (TF). The SLS variable focuses on the gain of knowledge and skills, persistence, and self-efficacy; the RF on the student-student relationship, the student-faculty relationship, and the student-non-teaching staff relationship; and the TF on the ease of use, flexibility, and usefulness. In total, 210 student responses from 26 online-based leadership doctoral programs in the United States were used in the final analysis. The results demonstrate that RF and TF separately and together predict SLS. A multiple regression analysis indicates that, while all dimensions of TF and RF are significant predictors of SLS, the strongest predictor of SLS is the student-faculty relationship. This study suggests that building relationships with faculty and peers is critical to leadership doctoral students' learning success, even in online-based programs that offer effective technological support.
Examination of the Levels of Digital Game Dependency of the Students of the Faculty of Sports
Author: Karahuseyinoglu, M. Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Undergraduate Students,Computer Games,Time Management,Physical Education,Handheld Devices,Student Welfare,Foreign Countries

The aim of our study was to examine the digital game addiction levels of the students of the Faculty of Sports Sciences in terms of some variables. The research group of our study consists of 397 randomly selected undergraduate students studying at Firat University Faculty of Sports Sciences and Inonu University Faculty of Sports Sciences in 2019. Frequency of variables (f) and percentage (%) distributions were calculated and two-way variance analysis (ANOVA) was used in multiple group variables and t-test was used for the significance of the difference between the two independent groups. Tukey test was used to determine which groups it was among in the analysis in which significant differences were detected. According to the findings of our study, undergraduate students studying in the departments of Firat University Faculty of Sports Sciences and Inonu University Faculty of Sports Sciences; It was determined that there was no statistically significant difference in the level of digital game dependency of the undergraduate students depending on the department, class, gender and age variables in which they studied. There was a statistically significant difference between digital game dependency levels based on the state of playing the digital game and the daily playing time variables. In line with the study findings, digital game addiction with an average of 2.29 on the digital game addiction scores of undergraduate students studying at Firat University Faculty of Sports Sciences and Inonu University Faculty of Sports Sciences levels were below average.