ethanporcaro/eric-fulltext-meta huggingface dataset:
The Function of Code-Switching in Selma Dabbagh&apos;s &quot;Out of It&quot;
Author: Hamamra, Bilal Tawfiq
Date: 2018-04-00
Type: Journal Articles
Subjects: Code Switching (Language),Authors,Bilingualism,Biculturalism,English (Second Language),Second Language Learning,Semitic Languages,Literary Devices,Novels,Self Concept,Foreign Countries,Clothing,Food,Cultural Traits,Islam,Religious Factors

Bilingualism and biculturalism have a very immediate impact on the make-up of literary works of bilingual and bicultural authors with immediate linguistic traces of bilingual and bicultural mosaic of textual creation. Code-switching is a linguistic and cultural practice used by bilinguals in writing and speaking. This article examines the linguistic and cultural phenomenon of code-switching employed in Selma Dabbagh's novel &quot;Out of It&quot; (2011). We argue that Dabbagh uses code-switching from English into Arabic so as to address the concerns of Palestinians and maintain her Palestinian belonging. At the very beginning, we explain what is meant by code-switching and briefly elucidate the reasons why bilingual authors use this technique. Thereafter, we shed light on the author's background and expound the different types of code-switching she employs in &quot;Out of It.&quot; The upshot of this article clears up cultural and textual hybridity as the product of the application of code-switching.
Teaching Strategies in EFL Environment in the Secondary Schools in the KSA: Evaluation and Remedies
Author: Al-Awaid, Salmeen Abdulrahman Abdullah
Date: 2018-04-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Foreign Countries,Case Studies,Secondary Schools,Males,Secondary School Students,Secondary School Teachers,Questionnaires,Likert Scales,Native Language,Semitic Languages,Second Language Instruction

The EFL scenario in Saudi Arabia has been a matter of concern for academicians, learners, institutions and policy makers alike. The reason is simple: It is the single most zealously funded field of study in the state. Further, it is also an area of modern education that causes much discontent amongst the teaching-learning community who do not arrive at desired outcomes. The roots lie in our classrooms. This study is another attempt to highlight the shortcomings of the Saudi EFL classroom with the larger objective of student welfare through positive recommendations.
Teacher Educators&apos; Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction
Author: Swart, Fenna
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Educators,Classroom Techniques,Intervention,Faculty Development,Semi Structured Interviews,Focus Groups,Language Acquisition,Role Models,Nonverbal Ability,Verbal Ability,Fundamental Concepts,Questioning Techniques,Interaction,Knowledge Base for Teaching,Foreign Countries

Many studies have suggested that personal practical knowledge is essential for professional development. Recently, there has been growing recognition of the importance of teacher educators' personal practical knowledge of 'language' for student learning development. However, the need for teacher educators to first understand their own language-oriented development in content-based classroom interaction has not received as much emphasis. The current intervention study investigates how eleven experienced teacher educators understand their language-oriented development through the control of task difficulty, small-group instruction and directed response questioning. Data were examined by conducting content and constant comparison analyses. The results showed that the intervention affected the educators' language-oriented development, which in turn affected their awareness and decisions made to improve their methods of initiation and response during classroom interaction. The results call for more concrete ways to expend teacher educators' practical knowledge of language to further develop and enhance their language-oriented teaching performance in content-based classroom interaction.
A Look at Mother Tongue Education in the Context of the Right to Education
Author: Sahin, Idris
Date: 2018-05-10
Type: Journal Articles
Subjects: Civil Rights,Native Language Instruction,Graduate Students,State Schools,Language of Instruction,Language Minorities,Student Attitudes,Schools of Education,Semi Structured Interviews,Access to Education,Social Discrimination,Foreign Countries,Ethnic Groups,Educational Policy,Elective Courses,Official Languages,Barriers,Social Integration,Turkish,Elementary Secondary Education,Qualitative Research,Phenomenology

In Turkey, education in state schools can be delivered in foreign languages such as German, French and English. However, mother tongue education cannot be provided in the languages of minorities or local groups other than those officially accepted as minorities (that is, according to the Treaty of Lausanne). In this regard, the primary aim of this study was to reveal the views of postgraduate students (Masters (MA)/PhD) studying at a graduate school of educational sciences on mother tongue education and the applicability of mother tongue education in Turkey. The study was conducted with a total of 46 students, 28 MA and 18 PhD students. The data were gathered through semi-structured open-ended questions in November 2017. According to the findings, most of the participants viewed mother tongue education as one of the basic human rights. Moreover, while some of the participants thought that the country was not yet ready to provide education to non-official minorities or local communities in their mother tongues, some objected to mother tongue education with the concern that it would cause division within the country.
Challenges of Research Conduct among Postgraduate Research Students in an African University
Author: Desmennu, Adeyimika Titilayo
Date: 2018-05-10
Type: Journal Articles
Subjects: Graduate Students,Student Research,Barriers,Educational Needs,Needs,Research Skills,Research Problems,Semi Structured Interviews,Questionnaires,Student Surveys,Financial Support,Research Needs,Foreign Countries,Statistical Analysis

Postgraduate research students often experience various problems during the course of their programmes which hamper the timely completion of the MPhil/PhD and full doctoral (PhD) programmes. However, there is limited documented information on these barriers among Nigerian postgraduate students in Nigeria. This study was conducted to assess the barriers to research and training needs of these students at the University of Ibadan. A cross sectional survey of 137 MPhil/PhD and PhD students was carried out using a semi-structured self-administered questionnaire to obtain data from respondents in the various faculties of the university. Data were analysed and presented in tables and percentages using SPSS version 15. Majority of the students (67%) were full doctoral students and 54% were in the biomedical and public health faculties. Reported barriers to postgraduate research were: lack of funding (61%), irregular electricity supply (51%), and lack of access to research materials (56%). Others included lack of reward/recognition for outstanding research (29%), non-functional laboratories (19%), university bureaucracy (18%) and inadequate support for research collaborations (18%). In terms of accessing research funding, the identified barriers included lack of information (46%) and inadequate mentoring (35%). Only 20% had obtained international research grants for their research projects. Ninety-one percent of the respondents required training on proposal development (90%), seeking funding (86.0%), and evaluation of interventions (83.0%). Research students at the University of Ibadan face numerous obstacles, which hinder their ability to successfully conduct research. Appropriate courses and training workshops should be organised to address the identified barriers. Additionally, financial and infrastructural support should be provided for postgraduate research.
Motivation to Learn Turkish in Foreign Students with Different Thinking Styles in Terms of Functional and Formal Aspects
Author: Varisoglu, Behice
Date: 2018-05-10
Type: Journal Articles
Subjects: Turkish,Learning Motivation,Cognitive Style,Foreign Students,Second Language Learning,Statistical Analysis,Measures (Individuals),College Students,Language Attitudes,Foreign Countries,Second Language Instruction,Gender Differences

The aim of this study was to determine the level of motivation to learn Turkish among foreign students with different thinking styles in terms of the functional and formal aspects of these thinking styles. The survey model was used in the study. The participants in the study were 51 foreign students (33 female, 18 male) who were studying at the TÖMER (Türkçe Ögretim Merkezi [Center of Turkish Language Teaching]) at Gaziantep University in the 2016-2017 academic year and who were selected by the convenience sampling technique. The Thinking Styles Inventory and Turkish-Oriented Motivation Scale were used to obtain the data. The data collected were analysed by descriptive and relational analysis techniques and presented with averages, standard deviations, analysis of variance (Chi Square) and the Mann Whitney U-test. According to the findings obtained, the motivation of the foreign students with different thinking styles to learn Turkish was at a moderate level. It was determined that the following motivating factors were predominant in the motivational sub-dimensions: among legislative and anarchic thinkers, the sub-dimension of research; among executive and monarchic thinkers, the subdimension of performance; among legislative and hierarchic thinkers, the sub-dimension of communication; among executive and hierarchic thinkers, the sub-dimension of cooperation; and among judicial and monarchic thinkers, the sub-dimension of individual success.
Investigation of Art Literacy Levels of Fine Arts Education Students
Author: Mentis Köksoy, Aylin
Date: 2018-04-23
Type: Journal Articles
Subjects: Art Education,Fine Arts,Knowledge Level,Music Education,Comparative Analysis,College Students,Gender Differences,Cohort Analysis,Learning Readiness,Reading Habits,Research Skills,Measures (Individuals),Predictor Variables,Literacy,Foreign Countries

The purpose of this study is to examine the art literacy levels of fine arts education students. The study group consists of 111 music teacher candidate and 90 art teacher candidate, 201 students in total from Nigde Omer Halisdemir University, Fine Art Education Branch. The data of the work were collected by &quot;Art Literacy Scale.&quot; The study was designed in a causal-comparative research model. In data analysis, &quot;independent groups t-test technique&quot; and &quot;one-way variance analysis technique&quot; were used. As a result of the study, it was determined that art literacy levels are similar in terms of department (music-picture), gender and class level change in education. In terms of the enjoyment of reading art books, it was seen that the level of using art literacy information of the individuals, the level of the need of defining information they have and the level of transferring their knowledge to performance were high, while the level of reaching art literacy information was similar. It was observed that students who liked or disliked to do research in the library had similar levels of using art literacy knowledge, transferring knowledge to performance, and attainment of art literacy information, while the level of the need of defining information they have was higher. In terms of reading frequency, those who read books daily as compared to those who read a book monthly were found to have higher levels of using their knowledge, knowledge transfer to performance and level of accessing their knowledge, while the levels of the need of defining information they have were similar.
Reading Preferences of Middle School Students
Author: Aydin, Gülnur
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Preferences,Reading Habits,Qualitative Research,Case Studies,Semi Structured Interviews,Language Skills,Layout (Publications),Incidence,Difficulty Level,Word Study Skills,Gender Differences,Grade 5,Grade 6,Grade 7,Turkish,Foreign Countries,Grade 8

Four fundamental language skills interact with each other. Developing reading skills will also develop listening, speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning new words during reading can influence listening comprehension as well as oral and written self-expression. General complaints of teachers and parents regarding middle school students are that the students do not read enough. Increasing love for reading in middle school students can only be possible by determining the interests and needs of those students and guiding the students towards those needs and interests. When the literature was reviewed, there were no functional researches regarding the reading preferences of middle school students. In this regard, this study was necessary to contribute to the literature. The purpose of this study was to determine the reading preferences of middle school students. The pattern of this research was created based on qualitative case study and under the scope of this study, 25 participants were selected for each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structured interview technique. Data was themed by two experts using content analysis. Similar answers were converted into numerical data and presented in the form of tables. Examples from student statements were given to support the tables. The results of the research indicated that a majority of students preferred reading on printed resources, selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally, students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per day reading, and preferred silent reading.
New Orleans Educational System in Public Schools Pre/Post Hurricane Katrina as Perceived by Special Education Teachers
Author: Alzahrani, Sultan
Date: 2018-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Public Schools,Pretests Posttests,Natural Disasters,Educational Change,Educational Improvement,Teacher Attitudes,Personal Narratives,School Culture,Collegiality,Socioeconomic Influences,Interviews,Educational Administration,Leadership Role,Elementary Secondary Education

This modified narrative study is an exploration of the perceptions of two special educators who experienced the dramatic changes in the New Orleans public school system as a result of Hurricane Katrina. The participants in this study will consist of two special education professionals (See Table 1). From their perspectives, the reader shall gain a deeper understanding of how the educational system has evolved from its pre-Katrina structure.
Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century
Author: Biao, Idowu
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,Educational Attainment,Poverty,Economic Development,Incidence,General Education,Sustainability,Educational Development,Educational Change,Informal Education,Foreign Countries,Academic Failure,Educational Objectives,Course Content,Budgets

This article posits that schooling in Sub-Saharan Africa has so far failed to yield the results expected of it on two grounds. First, the population of persons accessing both basic education and other levels of education is negligible in comparison with those who ought to access them (1 out of every 4 primary school age children; less than half of the qualified secondary school students; about 7% gross enrollment within higher education). Second, schooling has failed to deliver the kind of socio-economic development expected in the case of Sub-Saharan Africa as a high prevalence of poverty still exists and incongruity continues to exist between the education provided and the livelihoods of Sub-Saharan Africans. Using this poor educational and development performance as justification, a more utilitarian, relevant and sustainable approach to basic education and learning is recommended for Africa going forward. This recommended approach combines both the current school system with a special non-formal education system for the purpose of delivering basic education and learning in Sub-Saharan Africa in the twenty-first century.
Igniting the Innovation&apos;s Competencies at Engineering Schools: IoT to the Cloud Labs Network in Mexico
Author: Morales-Avalos, José Ramón
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Engineering Education,Laboratories,Internet,Information Storage,Information Technology,Skill Development,Competence,Training,Workshops,College Students

Learning and innovation's skills are increasingly recognized as key factors separating students who are prepared for more complex environments of life and work in the twenty-first century, and those who are not. The relationship between the industry and the academia is undoubtedly in Mexico and several countries nowadays a very important social and institutional phenomenon. Academy and Industry have always been cooperating in a win-win manner. Over time, this relationship has evolved in many mechanisms where learning skills developed strongly, but at present, innovation skills are taking more relevance. Efforts like an &quot;IoT to the Cloud Innovation Labs Network&quot; implemented by the Intel® Guadalajara Design Center in Mexico are contributing to foster the innovation's competencies and skills from students and have been having a profound impact at the local ecosystem at each one of the states where these labs are established. As part of the results, this labs network has been bringing more than 200 innovative projects, in different areas like smart agriculture, Internet of Things, automation, wearables, smart hearth, and robots, among others. Additionally, more than 3200 people (students, teachers, individuals from the industry and government) have been receiving some training coming from this labs network. All the courses and workshops have been deployed in a train the trainers' model, bringing a strong, scalable possibility and impact, to the local ecosystems and each one of the states.
From Principals&apos; Inspirational Vision Content and Potential Absorptive Capacity to Realized Absorptive Capacity: Predicting Teacher Absenteeism
Author: Da'as, Rima'a
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Elementary School Teachers,Teacher Attendance,Teacher Administrator Relationship,Prediction,Correlation,Models,School Administration,Social Integration,Position Papers,Strategic Planning,Questionnaires,Statistical Analysis

This paper builds upon the theoretical framework developed by Zahra and George (2002) to empirically explore, first, the moderator effect of principals' inspirational vision content as a social mechanism that reduces the gap between potential absorptive capacity (PACAP; the ability to acquire and assimilate external knowledge) and realized absorptive capacity (RACAP; the ability to transform and exploit this external knowledge to school processes); and second, the relationship between RACAP and long-term school outcomes (teachers' absenteeism 1 year later). Based on a sample of 600 teachers from 100 elementary schools in Israel, results showed that the relationship between PACAP and RACAP is not conditioned by principals' inspirational vision content. The latter and PACAP predicted RACAP separately. Further, RACAP was negatively correlated with teacher absenteeism. This study provides a deeper understanding of the ACAP model in the school context and opens new avenues to exploring the social integration mechanism between PACAP and RACAP. It also adds a new construct to predict teacher absenteeism over the long term.
Investigation of the Predictive Power of Academic Achievement, Learning Approaches and Self-Regulatory Learning Skills on University Entrance Exam Scores Using Path Analysis
Author: Ilhan-Beyaztas, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Strategies,College Entrance Examinations,Scores,Path Analysis,Predictive Validity,High School Students,Grades (Scholastic),Independent Study,Foreign Countries,Structural Equation Models,Statistical Analysis

A good analysis of the success factors in the university entrance exam, which is an important step for academic careers of students, is believed to help them manage this process. Properties such as self-regulation and learning approaches adopted by students undoubtedly influence their academic achievement as well as their success in university entrance exams. However, it is not exactly known how the direct and indirect relations between these variables are, and which variable has more effect on success. This research aims to determine the extent to which university entrance exam score as dependent variable; and academic achievement, deep, surface and strategic learning approaches, four sub-dimensions of self-regulatory learning skills scale as independent variables to predict university entrance exam score directly and indirectly; to this end, a path model was developed. Within the scope of the research, the data obtained from 445 students in the 4th class of the state-affiliated high schools in the 2016-2017 academic year were used. As a result of the research, the most important factor affecting the success of university entrance exam was found to be diploma grade; while diploma grades raise by using deep learning approaches, they fall by using surface learning approaches. It was detected that the use of the strategic learning approach reduces university entrance exam scores.
Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?
Author: Briceño, Efrain Duarte
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Creative Thinking,Problem Solving,Student Attitudes,Teacher Competencies,Measures (Individuals),Educational Practices,Psychology,Statistical Analysis

The research question was inquiring the undergraduates' perception of their professors' practice regarding whether they make use of the creative problem solving (CPS) as a competence for teaching. The study was performed in a public university located in the urban area of Merida City, Yucatan, Mexico, where a total of 247 undergraduates from the Education, Economy and Psychology schools participated. A Teacher Practice Perception Scale (TPPS) was used to know how undergraduates perceive the professor's practice under the creative problem solving, the facilitating and hindering factors for developing creative solutions, the importance of CPS for the curriculum and proposals to develop CPS in the university instructional practice. The results show that (a) all undergraduates perceive CPS at a high level of importance, (b) Psychology undergraduates perceive a medium-high use of CPS by their professors, and (c) Psychology undergraduates perceive at a higher level the facilitating factors of this process.