ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Forming Mental Images on True and False Memories
Author: Chang, Sau Hou
Date: 2018-00-00
Type: Reports - Research
Subjects: Memory,Visualization,Imagination,Recognition (Psychology),Recall (Psychology),College Students,Statistical Analysis

The present study examined the activation of imaginal information on true and false memories. We asked whether forming mental images would lead to increases in true and false memories relative to a control group that did not form images. Participants in both groups studied 288 unrelated concrete objects, in which some of the objects were presented as pictures, some as words in a red font, and some as both a picture and a red word. Participants then took a standard recognition memory test and two criterial recollection tests. Results showed that hit rates in the imagery group were significantly higher than those in the control group, but false alarm rates did not differ between groups. These results suggest that under certain conditions, mental imagery can lead to enhanced memory without the cost of increased false memories.
Leadership Style of High School Teachers
Author: Lawrence, A. S. Arul
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Secondary School Teachers,Leadership Styles,Teacher Leadership,Teacher Characteristics,Educational Attainment,Religion,Intellectual Disciplines,Teacher Surveys,Statistical Analysis

The present study aims to examine whether there was any significant difference in Leadership Style of high school teachers in terms of certain background variables. In this normative survey study, data were collected with the help of Teachers' Leadership Style Inventory by Arul Lawrence (2012). The investigator has selected 207 teachers who were taking classes for IX and X standard from different high schools in Tenkasi Educational District as sample with the help of stratified random sampling technique. For analyzing the data, Mean, Standard Deviation, 't'-test and ANOVA were used. The findings show that (i) there is no significant difference between B.Ed. and M.Ed. professional qualification of high school teachers in their Leadership Style, (ii) there is no significant difference among Hindu, Christian and Islam high school teachers in their Leadership Style, (iii) there is no significant difference among OC, BC/MBC and SC/ST category high school teachers in their Leadership Style and (iv) there is no significant difference between arts and science teaching high school teachers in their Leadership Style.
Views of School Managers and Teachers about School Culture
Author: Sabanci, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: School Culture,Administrator Attitudes,Teacher Attitudes,Kindergarten,Elementary Schools,High Schools,Vocational High Schools,Administrator Surveys,Teacher Surveys,Likert Scales,Questionnaires,Foreign Countries,Statistical Analysis,Status,Background,Educational Attainment,Gender Differences

The purpose of the study, which was conducted as a survey using a descriptive method, was to determine the views of school managers and teachers about their school cultures. The data were collected from teachers and managers working in Kindergartens, Primary Schools, Anatolian High Schools, and Vocational and Technical High Schools in the province of Antalya, Turkey via the &quot;Organizational Culture Questionnaire&quot; consisting of 20 items designed with five-point Likert scales, ranging from strongly disagree to strongly agree. The population of the research consisted of 11690 teachers and managers working in these schools. Out of 1600 questionnaires sent to managers and teachers, a total of 1441 questionnaires were responded. After the invalid questionnaires were eliminated, 1284 questionnaires were included in the analysis. In order to determine the views of both managers' and teachers' means, frequencies, standard deviations, parametric and non-parametric test were utilized. Consequently, the findings show that school culture is not unique for all types of schools, more than that whatever the focus is in the school the culture is affected and shaped accordingly. The findings also imply that vocational and technical high schools seem to reflect more role and power culture.
Stance-Taking through Metadiscourse in Doctoral Dissertations
Author: Can, Cem
Date: 2018-03-00
Type: Journal Articles
Subjects: Perspective Taking,Discourse Analysis,Doctoral Dissertations,Academic Discourse,Authors,Native Speakers,English (Second Language),Foreign Countries,Interaction,Taxonomy,Statistical Significance,Comparative Analysis,Contrastive Linguistics,Language Usage,Statistical Analysis

The authorial stance in academic genres is conveyed with the use of linguistic conventions of disciplines, one of which is metadiscourse. The aim of this study was to compare the use of interactional metadiscourse features (IMDMs) by native academic authors of English (NAAEs) and Turkish-speaking academic authors of English (TAAEs) for the construal of their stance in their doctoral dissertations. In a corpus of 120 doctoral dissertations, IMDMs were analyzed according to Hyland's (2005) taxonomy by using Wordsmith Tools 6.0. Log likelihood statistics was conducted to see whether there was a statistically significant difference between these two groups in their use of IMDMs in terms of frequency and variety. A statistically significant underuse of IMDMs by Turkish-speaking academic authors of English regarding the overall use of 5 subcategories of IMDMs was found.
Social Maturity of Prospective Teachers in Relation to Their Risk Taking Behaviour
Author: Priya, J. Johnsi
Date: 2017-04-00
Type: Journal Articles
Subjects: Maturity (Individuals),Preservice Teachers,Risk,Correlation,Foreign Countries,School Districts,Preservice Teacher Education,Hypothesis Testing,Data Collection,Surveys,Statistical Analysis

The present study aims to examine the relationship between social maturity and risk taking behaviour of the prospective teachers. Survey method of research has been used in this present study. Using the simple random sampling technique, 300 prospective teachers (141 male and 159 female) were selected from different colleges of education from Chennai district. The data were collected from the prospective teachers by using the tools, namely (i) Social Maturity Scale by Nalini Roa (1971) and (ii) Risk Taking Behaviour Inventory by Anbalagan and Annaraja (2008). The collected data were scored according to the scoring scheme and the scores were tabulated for the data analysis. Mean, standard deviation, 't' test, one-way ANOVA, and Karl Pearson's product moment correlation were used to analyze the data with the help of SPSS (Version 17.0). The analysed data were tabulated and tested with hypothesis. Finding shows that, there is a significant and positive correlation between social maturity and risk taking behaviour of the prospective teachers. It is also recommended that congenial atmosphere in the college, guidance and counseling services and necessary changes in the curriculum may enhance social maturity and risk taking behavior of the prospective teachers.
Universities as the Engine of Economic Growth: Insights from Developing the First Industry-Higher Education Clusters in El Salvador. International Development Working Paper, No. 2017-03
Author: Navarro, Richard
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Universities,College Role,Economic Development,Knowledge Economy,Higher Education,Cluster Grouping,School Business Relationship,Selection Criteria,Program Design,Program Development,Program Implementation,Strategic Planning,Performance Factors,Foreign Countries

We explore the recent undertaking in El Salvador to establish the country's first industry-higher education clusters in four economic sectors critical to growth and competitiveness: (1) information and communication technology; (2) light manufacturing; (3) energy and energy efficiency; and (4) agroindustry and food processing. These clusters take a systems approach to aligning higher education institutions (HEIs) with the talent and research needs of the private sector. Under the United States Agency for International Development's &quot;Higher Education for Economic Growth&quot; project, RTI International designed and facilitated a three-phase, 10-step process, beginning with the careful and transparent selection of sectors, followed by early engagement of key stakeholders, to form clusters and establish formal structures necessary for sustained multisector dialogue. The discourse ultimately culminated in the creation of data-driven strategic and operational plans guiding cluster actions. This paper documents this detailed process and highlights early successes and challenges observed. Finally, learnings and insights are also offered for those wishing to undertake a similar systems-level approach to collaboration between HEIs and industry with the goal of producing tangible, sector-level economic benefits.
A Study on Teachers&apos; Motivational Strategy and Academic Achievement of Higher Secondary Students
Author: Lawrence, A. S. Arul
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Motivation Techniques,Secondary School Teachers,Correlation,Foreign Countries,Motivation,Teacher Surveys,Statistical Analysis

The investigators made an attempt to find out the influence of teachers' motivational strategies and academic achievement of higher secondary students. The sample for the present study consisted of 600 higher secondary school students studying in Kancheepuram educational district. The investigators used simple random sampling technique to collect the data. For collecting data the investigators used self-made Teachers' Motivational Strategy Scale and used the marks obtained by the students in the quarterly examinations as Academic Achievement. For analyzing and interpreting data, the investigator has used percentage analysis, standard deviation, mean, t-test and correlation analysis as statistical techniques. The finding shows that there is a significant positive relationship between teacher's motivational strategy and academic achievement of higher secondary students.
Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. Occasional Paper. RTI Press Publication OP-0048-1802
Author: Wallace, Ina F.
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Developmental Delays,Developmental Disabilities,Child Development,Young Children,Pediatrics,Screening Tests,Disability Identification,Diagnostic Tests,Early Intervention,Professional Associations,Progress Monitoring,Foreign Countries

In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, in this paper I review the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
Training and Development at Both Ends of the Workforce Continuum: Opportunities and Recommended Actions. Research Brief. RTI Press Publication RB-0010-1508
Author: Hedge, Jerry W.
Date: 2015-08-00
Type: Reports - Research
Subjects: Employment Potential,Youth Opportunities,Youth Employment,Older Workers,Generational Differences,Skill Development,Job Skills,Job Training,Labor Force Development

For workers of all ages, work satisfies a range of needs, including financial security, a sense of accomplishment, recognition for superior performance, skill development, and social status. However, both youths (aged 16 to 24 years old) and older workers (aged 55 years or older) often find themselves at a disadvantage in the job market. These two age groups account for nearly 50% of the unemployed labor force in the United States, and they continue to face employment hurdles associated with skills and experience deficits due to lack of training or development opportunities. This research brief focuses on the employability of youths and older workers and the important role that training and development can play in strengthening the skills of job seekers and the productivity of the workforce.
Brain Dominance of the High School Teachers
Author: Lawrence, A. S. Arul
Date: 2015-03-00
Type: Journal Articles
Subjects: Secondary School Teachers,High Schools,Foreign Countries,Brain Hemisphere Functions,Teacher Characteristics,Teacher Certification,Religion,Geographic Location,Intellectual Disciplines,Teaching Experience,Teacher Surveys,Statistical Analysis,Hypothesis Testing

The present study aims to examine whether there was any significant difference in Brain Dominance of high school teachers in terms of certain demographic variables. In this study 'Survey Method' was employed. Data were collected with the help of adopted Alert Scale of Cognitive Style which was developed and standardized by Loren D. Crane (1989). The investigator has selected 207 teachers who were taking classes for IX and X standard from different high schools in Tenkasi Educational District as sample with the help of stratified random sampling technique. For analyzing the data, Mean, Standard Deviation, 't'-test and ANOVA were used. The findings show that (i) there is no significant difference in Brain Dominance of high school teachers in terms of professional qualification, religion, and community, and (ii) there is significant difference in Brain Dominance of high school teachers in terms of subjects taught and teaching experience. Keywords: Brain dominance, Hemispheric dominance, Cerebral dominance.
What We Have Learned in the Past Decade: RTI&apos;s Approach to Early Grade Literacy Instruction. Occasional Paper. RTI Press Publication OP-0039-1702
Author: Bulat, Jennae
Date: 2017-02-00
Type: Guides - Classroom - Teacher
Subjects: Emergent Literacy,Inclusion,Equal Education,Reading Instruction,Teaching Methods,Printed Materials,Instructional Effectiveness,Time Factors (Learning),Scheduling,Educational Testing,Educational Practices,Early Childhood Education,Foreign Countries

Over the past decade, RTI International has pursued the goal of quality, inclusive, differentiated early grade literacy instruction in nearly 30 early grade reading or early grade literacy programs in low- and middle-income (LMI) countries. Across our diverse portfolio, we have supported Ministries of Education (Ministries) in diverse contexts in their development and implementation of research-based early grade literacy programs and have learned important lessons based on our experience working with Ministries to design, develop, and implement early grade literacy programs. This paper describes the core elements that we have found to improve early grade literacy instruction and learner outcomes: the approach to teaching (Teach), the availability of quality, relevant learner materials (Text), the effective use of instructional time (Time), the use of formative assessment to guide instruction (Test), and provision of instruction in the most effective language (Tongue). This paper focuses on the acquisition of literacy in alphabetic and alphasyllabic languages in the early primary years (most typically, academic levels 1 through 3) and the kinds of exposures, instruction, and support learners need to become fully literate. These are the elements of a literacy program that can be taught, that should be present in teaching and learning materials and in teacher trainings, and that relate specifically to what happens in a classroom. Many more factors contribute to literacy acquisition. However, we focus on the core elements in this paper to delve deeper and facilitate a richer discussion about these components. No one-size-fits-all approach to the development and implementation of literacy programs exists; the local context and constraints of any implementation can require adaptation and adjustments. In many cases, the fully diversified approach to early grade literacy instruction described in the classroom scenario has not yet been achieved. However, we hope that this compilation of lessons learned and best practices achieved through our experiences will help to further the efforts of all to provide high-quality, effective literacy instruction to all learners, particularly those in LMI countries.
Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge
Author: Talwar, Amani
Date: 2018-03-27
Type: Reports - Research
Subjects: Knowledge Level,Reading Comprehension,Factor Analysis,Structural Equation Models,Reading Difficulties,Predictor Variables,Adult Education,Adults,Late Adolescents,Achievement Tests,Language Tests,Sciences,Social Studies,Humanities,Decoding (Reading),Listening Comprehension,Vocabulary,Oral Language,Educational Attainment,Factor Structure,Statistical Analysis

This study explored the background knowledge (BK) and reading comprehension (RC) relationship for struggling adult readers. Using confirmatory factor analyses, a single-factor BK model exhibited better fit than a two-factor model separating academic knowledge and general information, which indicates that BK represents a unidimensional construct for this population. Additionally, one measure of oral vocabulary loaded with a latent factor of BK, which was separable from a latent factor of two additional oral vocabulary subtests. Using structural equation modeling, we found that BK exhibited a direct effect on RC after controlling for participants' grade level, decoding, listening comprehension, and oral vocabulary. [This paper was published in &quot;Scientific Studies of Reading.&quot;]
Attitude of Student Teachers towards Using Grammar Games for Teaching English
Author: Lawrence, A. John
Date: 2013-01-00
Type: Journal Articles
Subjects: Grammar,Educational Games,Teaching Methods,English Instruction,Secondary School Curriculum,English (Second Language),Second Language Instruction,Gender Differences,Qualifications,Intellectual Disciplines,Leadership Styles,Student Surveys,Foreign Countries,Preservice Teachers,Student Attitudes

This article deals with the analysis of attitude of student teachers towards using the grammar games for teaching English. Using the conventional method of teaching, the teaching learning process, especially for English language, is not interesting for the students and the English language teachers, which in turn, the achievement in English of the students may also be severely affected. Realizing this fact, being the teacher educator of English optional, the investigator made an attempt to measure the attitude of student teachers towards using grammar games for teaching English. Using a self-made tool, the investigator collected data from the student teachers in Tirunelveli district and analyse the data with the help of Mean, SD and 't' test. The results of the study indicated that majority of the student teachers have a favourable attitude towards the using grammar games for teaching English at the secondary level. Moreover, the female student teachers are found to be more favourable towards using grammar games than their male counterparts. Similarly, the UG qualified student teachers are more favourable regarding using the grammar games than the PG student teachers.
Teacher Educators&apos; Awareness towards Quality Assurance in Teacher Educational Institutions (TEIS) in Tamil Nadu
Author: Jeba Selvi, G. Esther
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Quality Assurance,Teacher Education Programs,Higher Education,Teacher Surveys,Questionnaires,Statistical Analysis,Gender Differences,Educational Attainment,Intellectual Disciplines

The present study aims to examine the awareness of teacher educators towards quality assurance in teacher educational institutions (TEIs) in Tamil Nadu. In this normative survey study, the investigators have selected 100 teacher educators as sample by simple random technique from Tuticorin, Madurai, Virudhunagar, Namakkal and Vellore districts of Tamil Nadu. The investigator used standardised self-made Quality Assurance Awareness Questionnaire with 28 items. To analyse the data, 't'-test, chi-square and ANOVA were the chosen statistical techniques. The findings show that (1) there is no significant difference in the awareness of teacher educators towards quality assurance in TEIs with respect to gender, (2) teacher educators with commerce master degrees are having more awareness than the teacher educators with science and arts, (3) teacher educators with B.Ed. degree are having more awareness than the teacher educators with M.Phil. and M.Ed., and (4) the level of awareness of teacher educators towards quality assurance in TEIs is moderate. Female teacher educators are slightly more aware than the male teacher educators towards quality assurance in TEIs.
The Beliefs of Second Language Acquisition in Teacher Candidates
Author: Chang, Sau Hou
Date: 2015-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Elementary School Teachers,Misconceptions,Second Language Learning,Beliefs,Experiential Learning,Program Effectiveness,Likert Scales,Student Surveys,English (Second Language)

The present study investigated if an elementary education program at a Midwestern university addressed teacher candidates' misconceptions of second language acquisition. Participants were 59 teacher candidates who enrolled at the first semester and 27 teacher candidates who enrolled at the last semester of the elementary education program. The Beliefs of Second Language Acquisition Survey was developed by the researcher based on studies on the myths and misconceptions about second language acquisition. Results showed that teacher candidates at the end of the program had a significant higher percentage of correct responses in ten beliefs of second language acquisition. The incorporation of second language acquisition in elementary education courses and field experiences had impact on clearing teacher candidates' misconception of second language acquisition, and helped preparing them to work with English Language Learners in mainstream classrooms.
Relationship between Social Maturity and Academic Achievement of Higher Secondary School Students
Author: Lawrence, A. S. Arul
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Correlation,Social Development,Maturity (Individuals),Academic Achievement,Hypothesis Testing,Student Surveys,Rural Urban Differences,Gender Differences

The purpose of this study was to find out the Relationship between Social Maturity and Academic Achievement of Higher Secondary School Students. Survey method is adopted for the study. The investigator has randomly selected 320 Higher Secondary students, out of which 160 are boys and 160 are girls, studying in twelve different schools in Tirunelveli district for the study. The investigators adopted the standardised tool namely 'Social Maturity Scale' by Nalini Rao (1971). Finding shows that there is no correlation between academic achievement and social maturity among higher secondary students.