ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of L1 Metaphorical Comprehension on L2 Metaphorical Comprehension of Iraqi EFL Learners
Author: Arif, Mahmoud
Date: 2017-08-00
Type: Journal Articles
Subjects: Native Language,Figurative Language,Semitic Languages,Proverbs,English (Second Language),Second Language Learning,Questionnaires,Sampling,Foreign Countries,Language Processing,Linguistic Theory,Task Analysis,Course Descriptions,Cognitive Development,High School Students,Second Language Instruction,Student Attitudes,Statistical Analysis

The major goal of this research is to investigate learners' metaphorical comprehension in L1 and its effect on the metaphorical comprehension in L2 by Iraqi EFL learners at secondary school. In which, they encounter difficulties understanding English texts and lectures, primarily when metaphor is included, which leads to the misunderstanding of some or even the whole material. To this end, the research will utilize the 'Conceptual Metaphor Theory' by George Lakoff and Mark Turner (1980), and Cummins' Linguistic Interdependence Hypothesis (1979). The type of the survey of the data collection is a self-administered questionnaire. The questionnaire is classified into two divisions: the demographic part that gives a general background of the participants, and the part that includes 30 Arabic metaphoric proverbs and other 30 English proverbs. Each proverb is followed by four distractors from which a participant is required to choose the correct meaning for a certain proverb. The questionnaire was administered to 252 Iraqi convenience sampling. The findings showed that the participants who are more skilled in Arabic metaphor performed better in English metaphor. In addition to the significance of this study to the literature where, up to the researcher knowledge, no study has tackled the effect of the L1 on L2 in the Iraqi context, it presents a pedagogical contribution. In which, the study will draw the attention of the syllabus designers to the significance of developing cognitive skills of learners in L1 to achieve a better cognitive skills in L2.
Student-Teachers&apos; Perceptions of Second Language Teaching in the CBL Program: Identity Construction and Development
Author: Yeh, Shu-Fen
Date: 2017-08-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Second Language Learning,Second Language Instruction,Social Responsibility,Self Concept,Professional Identity,Values,Qualitative Research,Transfer of Training,Teaching Methods,College Students,Elementary School Students,Foreign Countries,Service Learning,Social Justice,Role,Language Teachers,English (Second Language)

In recent times, researchers of second language learning have suggested that second language learning is not simply a cognitive or linguistic issue, but is also a social, political, and cultural one (e.g., Atkinson, 2002; Firth &amp; Wagner, 1997; Larsen-Freeman, 2007). Research on student teachers' identity (e.g., Atkinson, 2004; Day &amp; Kington, 2008; Wenger, 1998) also stresses the importance of identity development to help students with setting goals and learning (e.g., Olsen, 2008). Therefore, this qualitative research aimed to investigate STs' identity development and how identity transfers knowledge to facilitate the learning and teaching processes. This study applied a two-semester community-based learning program involving 40 university students and 50 elementary school students in Taiwan. It was found that negotiating multiple discourses in diverse social contexts is another dimension of learning sources for student-teachers' understanding of personal values, increasing the awareness of social responsibilities, and fashioning their personal and pedagogical identities.
PASSing College: A Taxonomy for Students with Disabilities in Postsecondary Education
Author: Dukes, Lyman L., III
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Classification,Disabilities,Educational Research,Access to Education,Student Needs,Student Personnel Services,Academic Support Services,College Faculty,Research Design,Taxonomy,Federal Legislation,Journal Articles

The study of postsecondary students with disabilities has a relatively short history that largely began with descriptions of programs designed for returning World War II veterans with disabilities and expanded in the 1970s with the advent of Section 504 of the Rehabilitation Act of 1973. Currently, the literature about postsecondary-level students with disabilities is principally descriptive, is published in professional journals reflecting a range of disciplines, and lacks a guiding organizational taxonomy. A taxonomy is particularly useful when organizing, discussing, and conducting research and practice efforts. This article presents a four-domain taxonomy that was developed based upon a comprehensive analysis of the body of literature about postsecondary education and students with disability.
Breaking Barriers and Building Bridges: Understanding How a Student Organization Attends to the Social Integration of College Students with Disabilities
Author: Bialka, Christa S.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Student Organizations,Social Integration,Inclusion,Qualitative Research,Physical Disabilities,Consciousness Raising,Social Isolation,Program Effectiveness,Friendship,Peer Relationship,Interviews,Pretests Posttests,Social Bias,Attitudes toward Disabilities

While scholars have indicated that social involvement is crucial to students' development and success in college life and beyond, very little empirical research investigates how students with disabilities become socially integrated in college settings. In response, this qualitative study examines the social experiences of five college students with physical disabilities who participate in LEVEL, a student organization that aims to create accessible social experiences for students of all abilities and educate students and the broader community about ableism. The key findings of this study revealed that participants experienced feelings of isolation prior to joining LEVEL, LEVEL provided an opportunity to dispel ableist assumptions and misconceptions, and LEVEL engendered the formation of friendships. These findings have direct significance in advancing the field of disability in higher education and aiding in the design of collegiate programs and organizations that raise ableism awareness and foster social integration between students of all abilities.
Double Time? Examining Extended Testing Time Accommodations (ETTA) in Postsecondary Settings
Author: Sokal, Laura
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Student Needs,Testing Accommodations,Time,Disabilities,Test Bias,Foreign Countries,College Students,Student Records,Statistical Analysis

Over eight thousand test administrations across two universities were examined to determine whether students with disabilities were being given the necessary extended testing time accommodations and whether their use of extended time decreased over the course of their programs. Findings revealed that commonly accepted recommendations about appropriate durations of accommodations were not suitable in meeting individual students' needs and that students used more time on these types of accommodations as they moved through their first three years of their postsecondary programs. Recommendations are provided.
Accounting Training Module Development to Boost Agriculture Financial Literacy on Palm Farmers
Author: Hasibuan, Henny Triyana
Date: 2017-00-00
Type: Journal Articles
Subjects: Accounting,Teaching Methods,Money Management,Agricultural Occupations,Costs,Lesson Plans,Learning Motivation,Graphic Arts,Layout (Publications),Foreign Countries,Family Financial Resources,Adult Education

This research aims to develop agriculture accounting training module in order to increase palm oil farmer financial literacy, in this case farmers in Donomulyo, Malang Regency, Indonesia. The method utilized in model development is Design Based Research using the following progression: problem identification, explanation of goals, design and development of artifacts, artifact testing, evaluation on artifact testing, and communication of artifact testing result. Examination was conducted on 25 palm oil farmers, through individual learning on agriculture accounting training to increase financial literacy. Module effectivity was determined should 50% of community members apply separate accounting records for agriculture and household respectively. Module development result has been validated and revised by economy lesson plan experts, education media experts, and agriculture accounting experts. Module composition consists of Chapter 1 (An Introduction to Agriculture Accounting), Chapter 2 (Accounting Basic Procedure), Chapter 3 (Agriculture Break Event Point), Chapter 4 (Agriculture Opportunity Cost Calculation), Chapter 5 (Palm Oil Farmer Household Financial Management). Graphic design provides colorful layout to increase learners' interest and motivation to learn module content. 76% of the total number of participating farmers have utilized modules and implemented accounting in daily life.
Acculturation Strategy, Integration Paradoxes and Educational Adaptation--A Case Study of Chinese Visiting Scholar&apos;s Family in the United States
Author: Weidong, Li
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Nationals,College Faculty,Asians,Acculturation,Correlation,Social Integration,Case Studies,Guidelines,Family (Sociological Unit),Educational Environment,Cultural Differences,Academic Achievement,Problem Solving,Biculturalism,Interviews,Observation,Elementary School Students,Foreign Countries,Family Characteristics,Parent Attitudes

In this case study, we developed a theoretical framework for examining the relationship between acculturation strategy and educational adaptation. By interviews and observations of one Chinese visiting scholar's family in the United States, we found that the family utilized &quot;integration&quot; as the acculturation strategy to adapt to the US educational environment. However, we also found that the family's &quot;perceived&quot; integration attitudes and behaviors were opposed to its &quot;actual&quot; integration attitudes and behaviors, which we called &quot;integration paradoxes.&quot; These &quot;integration paradoxes&quot; included the following four areas: a) cultural difference; b) academic and non-academic problem solving; c) academic expectations; and d) bicultural competence. The findings indicated potential moderated and/or mediated effects of the four integration paradoxes on the relationship between integration and educational adaptation.
Neuropsychological Treatment of Attention Deficit Disorder in Infancy
Author: Solovieva, Yulia
Date: 2017-00-00
Type: Journal Articles
Subjects: Infants,Therapy,Attention Deficit Hyperactivity Disorder,Spatial Ability,Comparative Analysis,Neuropsychology,Diagnostic Tests,Executive Function,Drug Therapy,Outcomes of Treatment,Intervention,Task Analysis,Qualitative Research

The syndrome of attention deficit disorder is one of the most frequent pictures of disabilities in pre-scholars. The present study analyses the results of fulfillment of tasks for mechanisms of control and spatial functions. 14 pre-scholars with attention deficit disorder took part in the study. The neuropsychological evaluation was applied before and after application the correction program. The most significant differences were obtained for the functions of voluntary regulation and spatial functions. The program of neuropsychological correction was elaborated and applied 64 sessions. The main goals of the program were to form the action of material external control by introducing activity of role games. The program included orientation in games, perception, spatial relations and solving problems at the level of concrete actions and concrete images and drawing. The results of final neuropsychological evaluation pointed out significant differences between initial and final evaluation for functions of regulation and spatial functions. The comparison of initial and final assessment shows the disappearance of difficulties in some tasks. The discussion establishes positive effects of neuropsychological correction without medication. The results permit to complete the comprehension of the syndrome and propose the original treatment according to the concept of central mechanisms considered in neuropsychology.
Refining a Competency Model for Instructional Designers in the Context of Online Higher Education
Author: Park, Jae-Young
Date: 2017-00-00
Type: Journal Articles
Subjects: Models,Instructional Design,Higher Education,Online Courses,Competency Based Education,Case Studies,Mixed Methods Research,Task Analysis,Job Analysis,Content Analysis,Likert Scales,Skill Analysis,Questionnaires,Expertise,Minimum Competency Testing

This study investigates the instructional designers (IDs) competencies essential for the context of online higher education, and has selected an instruction design unit in a research university as a case of investigation. To identify and compare IDs competencies at organizational and individual levels, this study employed a mixed method to collect and analyze data based on a validated IDs competency model by the International Board of Standards for Training, Performance and Instruction (ibstpi) as a framework. Throughout the study, IDs' expected jobs/tasks and currently performed jobs/tasks were systematically analyzed, and the applicability of the ibstpi model in this specific context of online higher education was verified. Based on the empirical findings, this study proposed a refined competency model to improve IDs performance in human resources development and management practice.
Stakeholders&apos; Perceptions of Quality and Potential Improvements in the Learning Resources Centers at Omani Basic Education Schools
Author: Al Musawi, Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Stakeholders,Questionnaires,Learning Resources Centers,Attitude Measures,Foreign Countries,Specialists,Training,Models,Technological Literacy,Pedagogical Content Knowledge,Teacher Competencies,Instructional Materials,School Libraries,Educational Quality,Teacher Attitudes,Administrator Attitudes,Gender Differences,Elementary Secondary Education,Statistical Analysis

This study attempts to investigate the stakeholders' perceptions of quality and prospective improvements in the learning resources centres (LRC) at Omani basic education schools. It focuses on different aspects of the LRCs: organisation, human resources, technological, and educational aspects along with the difficulties faced by these LRCs and ways to improve their quality and evaluation. Five questionnaires for all types of stakeholders were designed, validated and implemented. Findings show that the services have yet to be improved and reach better levels of quality standards since they are not &quot;always&quot; implemented with quality. Evidence shows that the need for retaining LRC specialists was insurmountable. A training model for the Omani schools was recommended in light of the Technological Pedagogical Content Knowledge (TPACK) and International Society for Technology in Education (ISTE) criteria and competencies.
A Language Teacher&apos;s Reflection on Maladaptive Immunity, Possible Selves and Motivation
Author: Ordem, Eser
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Teacher Motivation,Second Language Instruction,Case Studies,Longitudinal Studies,Semi Structured Interviews,Diaries,Student Attitudes,Feedback (Response),Self Efficacy,Teacher Effectiveness,English (Second Language),Teacher Persistence,Teacher Burnout,Stress Management,Resistance (Psychology),Content Analysis

The concept of language teacher immunity as productive and maladaptive system has emerged in very recent years, although motivation has been incrementally studied in second language field. It is important to establish a relationship between language teacher immunity, possible selves and motivation. This study aimed to focus on a teacher's conception and views of adaptive skill, self and motivation while dealing with problems in a certain foreign language classroom environment. The case study was idiographic, longitudinal and phenomenographic. Semi-structured interview, diary and the students' online feedback tools were used to collect data. The relationship between the teacher's reflection on the class and the students' feedback was observed for 14 weeks. The results showed that the teacher showed maladaptive behaviors with low motivation with constant reflection on her previous experiences and possible ideal self and high self-efficacy in a classroom setting.
The Theory of Investigative Study and the Development of People
Author: Chen, Yuejun
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Creativity,Teaching Methods,Educational Research,Teacher Student Relationship

Based on explaining investigative learning, this paper analyzed the characteristics of investigative learning and efficient methods to develop investigative learning, further to state the effects of investigative learning to train the abilities of university students especially the creative ability and the promotion effect to the mutual development between teachers and students.
Are We Better without Technology?
Author: Kara, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Preservice Teachers,Visual Stimuli,Experimental Groups,Control Groups,Teacher Behavior,Quasiexperimental Design,Attitude Measures,Pretests Posttests,Foreign Countries,Statistical Analysis,Teacher Characteristics

The purpose of this study was to determine the effect of visual element and technology supported teaching upon perceived instructor behaviors by pre-service teachers. In accordance with this purpose, whereas the lessons were lectured without benefiting from visual elements and technology in a traditional way with the students included in the control group, in the experimental group, the lessons were lectured using visual elements and technology (PowerPoint, video, etc.) with the pre-service teachers included. In this research that was carried out using an experimental method, &quot;Perceived Instructor Behaviors Scale&quot; developed by Kara, Izci, Köksalan and Zelyurt (2015) was used as pre-application and post-application. According to the findings, visual elements and technology-assisted teaching caused pre-service teachers to perceive their instructors as calmer, more adequate and authoritative. When the probable negative effects of an authoritative instructor upon the students were considered, should sufficient and calm perception of the instructor be supported or should calmness and sufficiency of the instructor be preferred by avoiding technology-assisted teaching which makes the teaching process mechanic?
Development of Physical Therapy Practical Assessment System by Using Multisource Feedback
Author: Hengsomboon, Ninwisan
Date: 2017-00-00
Type: Journal Articles
Subjects: Physical Therapy,Feedback (Response),Evaluation Methods,Program Effectiveness,College Students,Self Evaluation (Individuals),Peer Evaluation,Student Evaluation,Patients,Test Construction,Formative Evaluation,Foreign Countries,Questionnaires

The purposes of the research were (1) to develop the physical therapy practical assessment system by using the multisource feedback (MSF) approach and (2) to investigate the effectiveness of the implementation of the developed physical therapy practical assessment system. The development of physical therapy practical assessment system by using MSF was determined by nine experts in physical therapy. Suitability and feasibility of the system for each sub-group were investigated. Five input factors, two process factors, two output factors, and two feedback factors were involved in the system. Level of suitability and feasibility of elements in each sub-group presented at high to the highest level. In system testing, 40 physical therapy students were participated. Raters consisted of clinical educators, students (self-assessment), friends (students who in the same practical group), and patients. Twice assessments during the period of clinical practice were performed. Data analysis for generalizability coefficient (G-coefficient) was evaluated by the EduG program. Quality of the system was evaluated 4 aspects including the utility, feasibility, propriety, and accuracy. These were calculated by mean (x-bar) and standard deviation (SD). The values of G-coefficient for absolute and relative were 0.86 and 0.88, respectively. In addition, quality of the system showed value at high to the highest level in all aspects.
Developing Instruction Materials Based on Joyful PBL to Improve Students Mathematical Representation Ability
Author: Minarni, Ani
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Teaching Methods,Secondary School Mathematics,Pretests Posttests,Mathematics Skills,Program Effectiveness,Instructional Materials,Foreign Countries,Junior High School Students,Grade 8,Mathematics Tests,Word Problems (Mathematics),Scores,Intervention

Solving problem either within mathematics or beyond is one of the ultimate goal students learn mathematics. It is since mathematics takes role tool as well as vehicle to develop problem solving ability. One of the supporting components to problem solving is mathematical representation ability (MRA). Nowadays, many teachers and researchers find out secondary school students are so poor in MRA. Considering the problem, this research developed instruction materials based on Joyful Problem-based learning (JPBL) to endorse eighth graders of public secondary school students grasp their MRA. The study took place in the Province of North Sumatera, Indonesia. A number of 88 students engaged as subjects. The study administered MRA test before and after implementing the instruction materials. Data is analyzed descriptively and by t-test. The result showed that the learning materials developed is effective in improving the students' MRA. It increased significantly, though categorized mediocre. The study contributed to the existing instruction materials in pursuing MRA.
The Effect of Entrepreneurship Education on Entrepreneurial Intention Mediated by Motivation and Attitude among Management Students, State University of Malang, Indonesia
Author: Mahendra, Angga Martha
Date: 2017-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Student Attitudes,Foreign Countries,Causal Models,College Students,Student Motivation,Business Administration Education

This research investigates the effect of entrepreneurship education on entrepreneurial intention among college students enrolling in the Department of Management, Faculty of Economics, State University of Malang. The research employed descriptive correlational design, and a number of 230 students are taken proportionate randomly as sample from 540 students enrolled in three study programs. Path analysis utilizing LISREL 8.50 for Windows is used to examine relationships among variables. Research findings revealed that entrepreneurial intention is indirectly affected by entrepreneurship education, meaning that students' entrepreneurial motivation and attitude are two important mediating variables.