ethanporcaro/eric-fulltext-meta huggingface dataset:
Problem-Based Composition: The Practical Side
Author: Beckelhimer, Lisa
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Writing Instruction,Writing (Composition),Problem Based Learning,Questioning Techniques,Teaching Methods,Writing Processes,Problem Solving,Writing Assignments,Persuasive Discourse,College Students,College Faculty

For several years a number of instructors at the University of Cincinnati have experimented with the concept of problem-based learning (PBL) in their composition courses. The concept, rooted as it is in Socratic method and the hands-on problem-solving advocated by John Dewey, is not new, and though some of its applications may call for adjustments in how instructors conduct classrooms and make assignments, the versatility of the approach can make it effective in even the most traditional of settings. In this informal article, four instructors hope to provide a practical overview of how PBL approaches can work to involve students in &quot;everyday&quot; composition classrooms: (1) The Concept--Ron Hundemer; (2) The Argumentative Problem--Lisa Beckelhimer; (3) The Research Problem--Judy Sharp; and (4) The Literary Problem--Bill Zipfel.
Unleashing Creativity in Linguistic Discourses through Advertising Skills
Author: Suneetha, Y.
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Advertising,Comparative Analysis,Merchandise Information,Discourse Analysis,Correlation,English,Language Usage,Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods

Creative fluency is positively correlated with the quantity and quality of talk as well. The fluency gives an indication of the learner's ability to cope with real-time communication. This paper makes a correlative study on nurturing narrative tasks through advertising skills. English advertising exploits from the high adaptability of the English language. English enables the creators of advertisements to use word puns, figurative language, and to mix individual styles and types of texts. The aim of this paper is to explore what is linguistically creative in everyday interactions by analyzing advertising language. The present study has been done by comparing 100 advertising slogans of Indian Brands and International Brands to analyze language of advertising from linguistic aspects. Further, it provides examples to describe the most commonly used linguistic devices and figures of speech in advertising as a base for creative discourses.
Freshman Composition and the Internet: Re-Assessing a Problematic Relationship
Author: Bowers, Terence
Date: 2006-00-00
Type: Journal Articles
Subjects: College Freshmen,Internet,Academic Discourse,Writing (Composition),Technology Uses in Education,Web Sites,Writing Instruction,Higher Education,College Faculty,Technology Integration,Teaching Methods

For some time now the Internet has been part of our daily lives and has affected the way academic writing is taught and the way students study. This article reflects on how the Internet affects the teaching of composition, and assesses the relationship of professors of writing and literature to the electronic revolution taking place. The author suggests that rather than pretend that the digital and print worlds can be easily integrated, perhaps we should recognize that they are in tension with each other, and see Freshman Composition as the place where students learn essential skills and modes of knowledge acquisition that are not neatly compatible with digital media. Rather than expand the classroom into cyberspace and integrate new electronic technologies into teaching--as teachers are urged to do--a truly bold pedagogical innovation might be to wall off Freshman Composition from the electronic devices that now govern students' mental habits. Perhaps we should see Freshman Composition as the domain of the printed word where the intellectual skills inherent in it are learned.
An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture
Author: Komba, Sotco Claudius
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Agricultural Education,Course Content,Secondary Schools,Teacher Education Programs,Undergraduate Students,Case Studies,Student Teachers,Student Teacher Attitudes,Questionnaires,Program Effectiveness,Articulation (Education),Teaching Skills

It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them to deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.
Conflicts Management Model in School: A Mixed Design Study
Author: Dogan, Soner
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict Resolution,Models,Mixed Methods Research,Likert Scales,Case Studies,Problem Solving,Classroom Techniques,Semi Structured Interviews,Teacher Attitudes,Individual Differences,School Based Management,Teacher Administrator Relationship,Teacher Student Relationship,Parent School Relationship

The object of this study is to evaluate the reasons for conflicts occurring in school according to perceptions and views of teachers and resolution strategies used for conflicts and to build a model based on the results obtained. In the research, explanatory design including quantitative and qualitative methods has been used. The quantitative part of the research has been designed as the relational quantitative model. Data have been collected from 216 teachers working in the province of Sivas through the Scale of Reasons for Conflicts and the Scale of Resolution Strategies. The qualitative part of the research has been conducted in conformity with the case study design. Data has been gathered from 20 teachers working in the province of Sivas through open-ended questions. According to the research findings, the reasons for conflicts occurring in school has been diversified based on the way of doing things, individual differences and school management. The strategies for conflict solution used by the teachers vary according to school shareholders in which they experience conflict. Furthermore, findings have been obtained regarding that there is not any common management policy in the school. In this context, &quot;Management Model for Conflict in School&quot; for building conflict management culture in the school has been made.
Changing the Subject: Using First-Person Narratives in the College Classroom to Foster Self-Study, Well-Being, and Empathy
Author: Friedman, Susan
Date: 2007-00-00
Type: Journal Articles
Subjects: Well Being,Empathy,Personal Narratives,College Students,College Faculty,Higher Education,College English,Classroom Environment,Teaching Experience,Teaching Methods,Teacher Student Relationship,Autobiographies,Self Evaluation (Individuals),Writing Instruction,Writing (Composition),English Teachers

Susan Friedman, a Visiting Assistant Professor of English at the University of South Florida, has found through her own teaching experience that incorporating autobiographical texts and self-writing into her pedagogical practices can foster a classroom environment that pays attention to subjectivity to promote mindful, ethical behavior in both teacher and student, and teach empathy for the other. Her pedagogical practices are greatly influenced by progressive, feminist, and psychoanalytical pedagogies that she believes fall under the auspices of what feminist pedagogue Bell Hooks terms &quot;engaged pedagogy.&quot; In this essay, the author shows why and how self-reflective personal writing improves the well-being of the writing subject, and how self-writing taps into a student's multiple intelligences, possibly facilitating the writing process for some learners. It is the author's intention to promote the use of self-writing in the college classroom as a valuable resource for teaching empathy.
Constructing a Writer's Voice: Ethos, Tim Cahill, and the Jonestown Massacre
Author: Miller, Rich
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literary Styles,Academic Discourse,Rhetoric,Reading Writing Relationship,Essays,Suicide,Beliefs

For over twenty years, Tim Cahill's writing has appeared in popular publications such as &quot;Outside&quot; and &quot;Rolling Stone,&quot; and in many academic contexts, ranging from remedial and freshman composition textbooks to the use of his novels and short story collections in a variety of upper division literary courses. Cahill, then, is a &quot;bridge&quot; writer who has crossed over from the mainstream to academics, or vice versa. When describing the style of his own writing Cahill often refers to it as travel or adventure writing that tests the limits of reality. Cahill frequently writes about such high-adrenaline topics as skydiving for the first time or rafting down a Himalayan river. His place in English Studies, especially in the genre of nonfiction prose, is fitting as his writing entertains and challenges the reader on a variety of levels that may only be understood through employing a variety of literary and critical techniques. To date, no treatment of Cahill's writing voice exists that employs a rhetorical approach, specifically an analysis of how Cahill creates a convincing ethos. One work that is particularly suited for such an analysis is his &quot;In the Valley of the Shadow of Death&quot; where one may glimpse Cahill going through a physical and metaphorical exploration of the darker side of humanity in an account of the mass suicide in Jonestown, Guyana. Through several levels of discourse and a conscious effort to involve the reader in the scene around him, Cahill impresses his own values in ways that may not be so obvious to the reader. Cahill's skillful construction of good characters and good will create a strong reader-writer relationship; with this he goes on to demonstrate good sense, and in so doing leads readers to share his conclusions about Jim Jones and the Jonestown massacre. To access the working behind his writing voice, or in other words, to understand why Cahill's writing voice works the way it does, this essay explores the classical notion of &quot;ethos&quot; and its component parts of &quot;arête,&quot; &quot;eunoia,&quot; and &quot;phronesis.&quot;
Visual Rhetoric and Viewer Empathy in News Photographs
Author: Rist, Mary F.
Date: 2007-00-00
Type: Journal Articles
Subjects: Photography,Visual Aids,News Media,Empathy,Rhetoric,Critical Thinking,Learner Engagement,College English,College Instruction,College Students

Over the last two or three decades a revolution has taken place in the area of communication which forces people to rethink the social and the semiotic landscape of Western developed societies. The effect of this revolution has been to dislodge written language from the centrality which it has held, or which has been ascribed to it, in public communication. Students get a great deal of information about the world visually. Students instinctively understand the power of visuals. In this article, the author shares her approach to engaging students in what journalists do by thinking more critically and using visuals.
The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California's ARISE Professional Development Workshops
Author: Manzo, Rosa D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Models,Neurosciences,Drug Addiction,Research Methodology,Pedagogical Content Knowledge,Knowledge Level,Science Teachers,Professional Development,Workshops,Inservice Teacher Education,Summer Science Programs,Science Education,Pretests Posttests,Cohort Analysis,Scores,Achievement Gains,Science Instruction,Instructional Effectiveness,English Language Learners,Methods Courses,Objective Tests,Norm Referenced Tests,Multiple Choice Tests,Statistical Analysis

This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and/or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.
Adapting the Critical Thinking Assessment Test for Palestinian Universities
Author: Basha, Sami
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,English (Second Language),English Language Learners,Thinking Skills,Test Reliability,Test Validity,Translation,Semitic Languages,Program Validation,College Students,Teacher Attitudes,Student Reaction,Foreign Countries,Teacher Surveys

Critical thinking is a key learning outcome for Palestinian students. However, there are no validated critical thinking tests in Arabic. Suitability of the US developed Critical Thinking Assessment Test (CAT) for use in Palestine was assessed. The test was piloted with university students in English (n = 30) and 4 questions were piloted in Arabic (n = 48). Students responded favorably. Scores were comparable with US scores. Only two students found the content problematic. One-hundred-twelve Palestinian faculty reviewed the skills tested by the CAT. There was moderate agreement that they represent critical thinking. Translation of the CAT into Arabic and further study are warranted.
The Social Networks of People with Intellectual Disabilities during the On-Campus Supported Adult Education Programme
Author: Saarinen, Minna K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Intellectual Disability,Adult Education,Inclusion,Case Studies,Content Analysis,Interviews,Concept Mapping,Journal Writing,Notetaking,Family Relationship,Peer Relationship,Friendship,On Campus Students,Qualitative Research

This article describes the social networks of four young people with intellectual disabilities in supported adult education, focusing on their inclusion in school and leisure environments. A multiple case study approach with content analysis was used. Data were collected through interviews with young people and their family members, relationship maps, observation journals and notes from Personal Futures Planning meetings. Relationships with family members, other relatives and neighbours were close. One participant had a friend of her own age with no disabilities. The other three had varying, superficial peer relationships and friends of the family. All the participants had heterogeneous relationship maps and had no difficulties in nominating the people who were important to them. All of them hoped to make friends with peers without disabilities.
Correlates of Success in Introductory Programming: A Study with Middle School Students
Author: Qian, Yizhou
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Introductory Courses,Success,Middle School Students,Gender Differences,Academic Achievement,Computer Science Education,Programming Languages,Problem Solving,Language Acquisition,Sex Stereotypes,Foreign Countries,Statistical Analysis

The demand for computing professionals in the workplace has led to increased attention to computer science education, and introductory computer science courses have been introduced at different levels of education. This study investigated the relationship between gender, academic performance in non-programming subjects, and programming learning performance among middle school students with no prior programming experience who took an introductory programming course. We found that girls performed as well as or even better than boys in introductory programming among high-ability Chinese middle school students. However, we found that, instead of gender, students' performance differences in programming were better explained by their academic performance in non-programming subjects. Students' math ability was strongly related to their programming performance, and their English ability was the best predictor of their success in introductory programming for these Chinese students. Findings confirm previous studies that have shown a relationship between students' math ability and performance in learning to program, but the relationship between English ability and introductory programming was unexpected. While this relationship may be specific to students whose first language is not English, aspects of native language may pose hidden barriers that might affect all students' success in introductory programming.
&quot;Where Is the Love?&quot;: The Ethics of Empathy in Abu Ghraib
Author: Sturgeon, Elizabeth M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Ethics,Empathy,Thinking Skills,Critical Thinking,Controversial Issues (Course Content),Teacher Role,College Faculty,Social Responsibility,Writing Instruction,College Freshmen,Political Issues,Social Problems,Photography,Foreign Countries,Institutionalized Persons,Correctional Institutions,War,Social Values

Abu Ghraib. The name conjures horrifying images of abuse, torture, and man's inhumanity to man. In one photograph, a pyramid of naked detainees huddles outside a jail cell; in another, a soldier holds the end of a dog leash which is attached at the neck to a prostrate prisoner; in another, a soldier gives the thumbs-up sign in front of a line of naked detainees. A constant barrage of images like these can often leave students shaking their heads and repeating a line from the Black Eyed Peas, &quot;Where is the love, the love, the love?&quot; In this article, assistant professor Elizabeth Sturgeon explores how professors can show their students the value of empathetic identification while still teaching critical thinking skills, without forcing them to adapt the professors' viewpoints, which often results in college professors being stigmatized as radicals. Further, she asks how teachers can empower their students to engage the political hot-spots around the globe and in their communities instead of turning away to turn the volume of their iPods up and tune out? Herein, Sturgeon discusses a two-tier approach to teaching freshman composition that she has been using regularly for the past eight years. Firstly, she introduces current subjects of social, cultural, and political significance to her class. In this article, she specifically discusses the controversy surrounding the discovery of the photographs in January 2004 which testify to the abuse and torture that occurred at Abu Ghraib Prison in Baghdad. Secondly, she has students analyze these current events--in this case, the abuse at Abu Ghraib--from the perspectives of major researchers, thinkers, and writers who, in the wake of the Holocaust, attempt to make sense of mankind's common (in)humanity.
An Architecture of the Literature Survey
Author: Denno, Jerry
Date: 2007-00-00
Type: Journal Articles
Subjects: Introductory Courses,Curriculum Design,College Curriculum,Seminars,English Literature,Assignments,Reading Materials,Student Journals,Teacher Student Relationship,Conferences (Gatherings),Student Evaluation

The author began his experience with survey design in 1998 when, having been awarded a post-doctoral teaching fellowship, he was assigned to teach a variety of literature surveys, including the standard British literature survey from Chaucer to Milton, the poetry survey from Donne to the twentieth century, major British novels, early English Renaissance drama, and modern drama. The plan that the author currently uses, and that he likens to architectural design, has resulted from years of trial-and-error, and from careful consultations with his students and colleagues--accompanied, especially in the early years, by sometimes frenetic self-education about various authors, texts, genres, and periods. The author has adopted 6 objectives in his plan for survey design, the last being to induce students into an authentic seminar--i.e. into a cohesive, cooperative, and authentic conversation by means of which they would question, interpret, criticize, and collectively, with the professors guidance, teach each other about literature and literary history. The attempt to achieve this last objective is the subject of this article. The author has variously discovered, borrowed, and adapted a number of assignments that help to create an effective seminar. These include the formal presentation paper, judiciously timed secondary readings characterized by students, prompted journals, and timely assessments through questionnaires and conferences, which are described in this article.