ethanporcaro/eric-fulltext-meta huggingface dataset:
Building a Constructivist Social Learning Environment through Talk in the Mathematics Classroom
Author: Acar, Esin
Date: 2015-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Educational Environment,Classroom Communication,Mathematics Instruction,Problem Solving,Grade 3,Elementary School Students,Elementary School Mathematics,Mathematics Teachers,Elementary School Teachers,Subtraction,Addition,Division,Multiplication,Group Discussion

This study aimed to create a constructivist learning environment wherein third-grade students talk to problem solve, which is different from traditional approaches to math learning. The study focused on the group talk and discussions to understand the students' actions and interactions during the process of problem-solving. Fifteen students and their teacher participated in the study, which was conducted within a collaborative action study design. Different types of problems were constructed including addition, subtraction, multiplication and division. Students were divided into four groups and observed for four weeks as they solved the different types of problems through group discussion. In the study, it was observed that the students who took leadership roles in the groups during the problem-solving activities lead discussions. Additionally, the study found that the students, who could not solve the problems individually, were able to contribute more to the problem-solving activity in the group works.
The Examination of Engagement Levels of University Students Studying at the Faculty of Sports Sciences
Author: Demirdöken, Çisem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Athletes,Gender Differences,Trust (Psychology),Physical Education,Athletics,Team Sports,Student Attitudes,Student Participation

This study aims to investigate the athlete engagement levels of students studying at the Faculty of Sports Sciences. 242 females and 592 males participated in the study. &quot;Athlete Engagement Questionnaire&quot; developed by Lonsdale et al. was used as the data collection tool. Validity and reliability study of the scale in Turkish was carried out by Kelecek et al. (2018). The scale consists of 16 questions and sub-dimensions as trust, commitment, robustness, and enthusiasm. Independent Sample T-Test for comparison of binary groups, One-Way ANOVA for comparison of more than two groups, and Tukey comparison test for the determination of the direction of difference were applied. While there is a significant difference in the dimension of 'enthusiasm' according to the departments of female students, a significant difference is observed in the dimensions of trust, commitment, and enthusiasm for male students (p&lt;0.05). Also, while the subdimension of robustness in female students according to their status regarding individual sports or team sports shows a significant difference, the subdimension of enthusiasm in male students differentiates (p&lt;0.05). According to the sports age, it is found that there is a significant difference in all sub-dimensions for female students and all sub-dimensions for male students except for commitment (p&lt;0.05). According to the result of this study, it can be said that different demographic characteristics affect the engagement of athletes.
A Study on Quality Assessment of the Translation of an Abstract Text English Idioms Errors Made by Jordanian EFL Undergraduate Students by Google Translate
Author: Simanjuntak, Faido
Date: 2019-07-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Translation,Accuracy,Error Patterns,Foreign Countries,Undergraduate Students,Case Studies,Readability,Figurative Language,Scores,Content Analysis,Evaluators,Indonesian,Error Analysis (Language),Computational Linguistics

This study is a descriptive-qualitative study with an embedded-case study research design. The purpose of the study is to describe the quality of the translation on the accuracy in content, acceptability, and readability of translated text of English Idioms Errors Made by Jordanian EFL, Undergraduate Students abstract. The data of the research is an abstract entitled English Idioms Errors Made by Jordanian EFL, Undergraduate Students and its translation in Indonesian. Two methods of data collection were employed: content analysis used to obtain data from both source and target texts, and questionnaire was used to gather data about the accuracy in content, acceptability, and readability. The accuracy in content, acceptability and readability of the translated text were rated by three raters. The results of data analysis show that: (1) The average score for accuracy in content is 1.97. (2) The average score for acceptability is 1.93. (3) The average score for readability is 2.07. The target readers' response on the translated text is positive. It can be said that English Idioms Errors Made by Jordanian EFL, Undergraduate Students abstract is quite easy for the target readers to understand. As the average score for those three aspects is 1.97, it can be concluded that the translation of the abstract English Idioms Errors Made by Jordanian EFL, Undergraduate Students by Google Translate was rated close to good quality.
A Study of Conjunctions and Codeswitching among Some Ewe-English Bilinguals
Author: Amenorvi, Cosmas Rai
Date: 2019-07-31
Type: Journal Articles
Subjects: Code Switching (Language),African Languages,Bilingualism,English (Second Language),Phrase Structure,Speech Communication,Grammar,Second Language Learning,Form Classes (Languages),Connected Discourse,Language Usage,Contrastive Linguistics,Translation,Foreign Countries

The purpose of this paper is to investigate how the Ewe language realizes cohesion by means of conjunctions in comparison with English as well as the similarities and differences in the way the two languages realize cohesion in this regard. The findings revealed that both English and Ewe realize cohesion by conjunction almost the same way. The only major difference is that conjunctions in Ewe turn to be phrasal rather than single lexical items. Moreover, the study revealed that conjunction choice in Ewe-English bilingual constructions (codeswitching) does not depend on the matrix language (Ewe) of the bilingual. Constraints such as preference for simplicity, speech speed and uniformity are responsible for conjunction choice. These findings show that the matrix language model has limitations and that the second languages of bilinguals are capable of informing the choice of some grammatical items in bilingual constructions (codeswitching).
PowerQuest: Scaffolding the Lebanese EFL University Students&apos; Writing in a Public Speaking Class
Author: DerKhachadourian, Liza
Date: 2019-07-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Writing (Composition),Public Speaking,Computer Software,Private Colleges,Cognitive Processes,Comparative Analysis,Undergraduate Students,Task Analysis,Internet,Scaffolding (Teaching Technique),Writing Assignments,Scores,Intervention,Teaching Methods,Constructivism (Learning),Thinking Skills,Student Motivation,Cooperative Learning,Language of Instruction,Information Sources,Web Based Instruction

Many university undergraduates consider writing assignments an overwhelming requirement. Traditional instructions rarely provide students with clear directions of how to use the Internet to search for authentic material and complete a task. The aim of this study was to scaffold the competence of EFL university students in writing an informative speech assignment through a Web Inquiry tool, the PowerQuest, in a Public Speaking class. An experimental study was carried at a Lebanese English medium private university. The participants (N=62), Lebanese undergraduates, were assigned into experimental and control groups randomly. The experimental group performed informative speech writing assignments through PowerQuest, whereas the control group followed the traditional way. The theoretical framework for using PowerQuest was the cognitive and constructivist theories. Data collection instruments were scores of pre/post-intervention essays, Likert scale, open-ended questions, and thematic analysis of the post-intervention essays. Data were analyzed qualitatively and quantitatively. Integration of PowerQuest tool made the experimental group engage into higher order thinking skills in a self-instructional, collaborative, motivating, technology-rich environment; they made use of up-to-date and authentic material through reliable domains and met deadlines. They outperformed the control group significantly and reflected a positive perception of the experience. Suggestions and recommendations for further research were shared.
English Learners with Disabilities: Shining a Light on Dual-Identified Students
Author: Tankard Carnock, Janie
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: English Language Learners,Students with Disabilities,Public Policy,Educational Policy,Special Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Elementary Secondary Education,Disability Identification

The following brief provides an overview of the separate but intersecting federal policies that govern the identification of and services provided to English learners and students with disabilities. This overview will frame key opportunities to serve ELs with disabilities more equitably with the aim of helping policymakers, advocates, and practitioners take more strategic action on behalf of these students.
Summary of Recommendation 1 from the WWC Practice Guide &quot;Teaching Elementary School Students to Be Effective Writers&quot;
Author: Nebraska Department of Education
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Writing Instruction,Evidence Based Practice,Teaching Methods,Writing Skills,Writing Achievement,Content Area Writing,Time Factors (Learning)

The What Works Clearinghouse (WWC) Practice Guide, &quot;Teaching Elementary School Students to Be Effective Writers,&quot; offers educators four specific, evidence-based recommendations that address the challenge of teaching writing in elementary school. This summary focuses on the first of the four recommendations: Providing adequate time for students to practice writing is an essential element of any effective writing instruction program. Even so, recent surveys of elementary teachers have shown that students spend little time writing during the school day. Instructional time dedicated to learning writing skills and strategies is necessary for students to become effective writers. Students also need opportunities to practice what they learn so that they can gain confidence in their writing ability. During these writing opportunities, teachers can better identify students' difficulties and aid them in learning and applying writing skills. This brief document provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058,&quot; see ED533112.]
Politeness Strategies of Request Used between Libyan Students and Their Lecturers Using English as a Foreign Language
Author: Megaiab, Machalla
Date: 2019-07-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Pragmatics,Values,Classroom Communication,Speech Acts,Social Distance,Language Usage,Power Structure,Teacher Student Relationship,College Students,College Faculty,Linguistic Theory,Audio Equipment,Cultural Background,Discourse Analysis

The objectives of this study are to find out Firstly, the politeness strategies of request used by Libyan students and their lecturers in the classroom. Secondly, the politeness strategies of request mostly used by Libyan students and their lecturers. Thirdly, the factors that influence the use of the strategies by Libyan students and their lecturers. This study applied a descriptive qualitative approach. According to Creswell (1998:15), qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The findings of this research show: first, that the subjects utilized certain strategies which contained politeness values. Some of the nine strategies were found in their requests. The students exhibited their preference for the use of Query Preparatory that falls under conventionally indirect request to depict politeness and to avoid imposition of requests. Second, both the Libyan students and their lecturers mostly used query preparatory strategy. The strategy of query preparatory was used thirty nine times in the study more than other request strategies, followed by direct and non conventional indirect request strategies. Query preparatory is one of the request strategies identified by the Cross-Cultural Speech Act Research Project (CCSARP) (Blum-Kulka, House, &amp; Kasper, 1989). Conventional indirectness which features query preparatory and suggestory formula strategies is by far the most frequently used for making a request. Third, the social power and social distance play a significant role in influencing the use of the strategies by both groups.
Inferences Drawn from Professional Development Programs Held in English Language Department of Imam Abdulrahman Bin Faisal University
Author: Rafique, Jasiya
Date: 2019-07-31
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Faculty Development,Teacher Competencies,Inferences,Teaching Skills,Classroom Techniques,Instructional Materials,Cultural Influences,Educational Technology,Language Tests,Course Descriptions,Language Skills,Learning Activities,Self Management,Reading Assignments,Training,Seminars,Observation,Teacher Researchers

Teaching of English in Saudi Arabia is a necessitous concern in education. The administration, planners, syllabus designers, textbook writers, teachers, and government have been trying to advance the teaching/learning of English in the country. The teachers are capable, experienced and the infrastructural facilities including e-information processing facilities are available for the use of pedagogic requirements. However, the results are not consistently satisfactory. In this case, the researchers tend to shift their focus on the growth of English teachers. It is felt that the target teachers should diagnose the challenges of learning English, and accordingly evolve instructional strategies for better output. Professional development is perceived as a method to sustain and improve the quality of teachers. The acquired information does not only bring about improvement in the teaching process, but also leads to career development. This article discusses Inferences drawn from Professional Development programs held in English Language Department of Imam Abdulrahman Bin Faisal University in concurrence with a survey of the relevant theoretical and comparative literature. The emphasis here is on the various methods of development- teachers can use to advance themselves persistently. Similarly, we have a lot of content in the framework of language teacher requirements for classroom practices. Although language teachers continually develop new theories and practices, it is not unusual for them to encounter difficulties in their professional development. These difficulties and their effects can be addressed and subsequently mitigated by school administrators and teachers in College.
Trends in Undergraduate Nonfederal Grant and Scholarship Aid by Demographic and Enrollment Characteristics: Selected Years, 2003-04 to 2015-16. Web Tables. NCES 2019-486
Author: Kelly, Emily
Date: 2019-08-00
Type: Reports - Research
Subjects: Educational Trends,Undergraduate Students,Student Financial Aid,Grants,Scholarships,State Aid,Need Analysis (Student Financial Aid),Financial Aid Applicants,Financial Needs,Eligibility

This report presents trend data on nonfederal grant and scholarship aid awarded to undergraduate students in selected years between 2003-04 and 2015-16. Nonfederal grant and scholarship aid is typically awarded by states, institutions, employers, and private sources. Unlike loans, grant and scholarship aid does not need to be repaid. Grants and scholarships may be awarded based on financial need, merit (e.g., academic or athletic), or a combination of need and merit. Estimates in these tables include the percentage of undergraduates who received nonfederal aid and the average amounts received, by aid type (need- or merit-based), source (state, institution, or private), and selected student characteristics. Eligibility requirements for nonfederal grant and scholarship aid vary by state and institution and may be determined solely by the grantor (Woo and Choy 2012). To receive need-based grant aid, undergraduates may be required to demonstrate financial need, often using information collected from the student's Free Application for Federal Student Aid (FAFSA) application. With few exceptions, students must be enrolled in a degree program and have a maximum income threshold as determined by the Estimated Family Contribution (EFC) from the FAFSA. Nonfederal need-based grant aid includes grants based only on need or based on both need and merit. There may be residency requirements to receive state need-based aid, though some states have reciprocity agreements with other states or public institutions (McBain 2011). These Web Tables provide information about nonfederal grant and scholarship aid for undergraduates in selected years between 2003-04 and 2015-16. [This report was prepared for the National Center for Education Statistics with AnLar, LLC.]
The EFL Learners&apos; Fossilization of the /[voiceless dental fricative]/ and /[voiced dental fricative]/ Sounds. Case Study: First Year EFL Students at Tahri Mohamed University, Bechar, Algeria
Author: Yakout, Khelf
Date: 2019-07-31
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Pronunciation,College Students,Foreign Countries,Error Patterns,Semitic Languages,Native Language,Language Usage,Interference (Language),College Faculty

The articulation of the consonant sounds /[voiceless dental fricative]/ and /[voiced dental fricative]/ of the English language is a serious pronunciation problem for the Bechari students in general and EFL students at Tahri Mohamed University (UTMB) in particular. It was noticed that EFL students at UTMB manage to use the /t/ and /d/ sounds instead of /[voiceless dental fricative]/ and /[voiced dental fricative]/; and thus changing the meaning of words, which boil down to mean that it can create breakdowns in communication. Mother tongue interference and lack of professional instruction are some of the causes that lead to the mispronunciation of sounds. The aim of this study is to explore the causes of the constant mispronunciation of the English consonant sounds /[voiceless dental fricative]/ and /[voiced dental fricative]/ by EFL students at UTMB besides showing the importance of pronunciation Teaching.
Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2018 International Pre-Conference (67th, Myrtle Beach, South Carolina, September 30-October 2, 2018)
Author: Avoseh, Mejai B. M., Ed.
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Role of Education,Innovation,Technology Uses in Education,Foreign Countries,Literacy,Barriers,Sustainability,Community Development,Rural Areas,Empowerment,Undergraduate Study,Learning Motivation,African Culture,Educational Quality,Sustainable Development,Individualized Instruction,Pacing,Continuing Education,Success,Social Mobility,Critical Thinking,Adult Students,Conventional Instruction,Budgets,Foreign Students,Adults,Transformative Learning,Leadership,Global Approach,Cultural Influences,Educational Attainment,Readiness,Graduate Students,Masters Programs,Educational Finance,Equal Education,Access to Education,Paying for College,Teacher Motivation,Job Satisfaction,Technology Integration,Distance Education,Politics of Education,Professional Development,Autobiographies,Ethnography,Capacity Building,Adult Educators,Nonformal Education

These &quot;Proceedings&quot; derived from the Commission for International Adult Education's (CIAE) 2018 International Pre-Conference. They contain 23 papers from 32 authors. Eight of the lead authors are graduate students -- four are rounding up their Master's degrees while four are on their doctoral programs. The rest are a mix of seasoned and mid-career adult education scholars and practitioners. Each year delegates travel from all over the world to share ideas, engage in scholarship, and inspire one another to continue to make meaningful change in the world. One of the greatest strengths of the CIAE conferences is the broad level of involvement from so many different areas of practice and study within the Adult Education field, and having such a large group of scholars and practitioners from around the globe each year is a significant part of what makes them who they are.
Students Bullying Teachers: Understanding and Behavior of College Students from a Higher Education Institution
Author: Asio, John Mark R.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Student Relationship,Student Behavior,Antisocial Behavior,Bullying,Community Colleges,Foreign Countries,Two Year College Students

Student bullying a teacher is a phenomenon given with the least attention and focus since the perpetrators were seen as the academe itself. This descriptive study aims to determine the understanding and behavior of students in a higher education institution towards teacher bullying. The study surveyed 105 conveniently selected respondents from the three (3) different departments of a local community college in Olongapo City who were currently enrolled within the school year of 2017-2018. A draft questionnaire was created and submitted for validity, reliability, and consistency checks from different experts. The data collected were then processed using SPSS 22. The following results were generated: the respondent was a female, 18-20 years of age, first-year level and studying under the College of Business and Accountancy. The respondents moderately understood the idea of teacher bullying by students and their behavior towards teacher bullying by students is slightly inappropriate. Significant findings were found when the variables were grouped according to the year level and the department. There was also a low direct relationship that was observed between the understanding, year level and department. Based on the results, pertinent institutional policies and programs were recommended and suggested.