ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Students&apos; Life Satisfaction and Loneliness Level in a Sample of Turkish Students
Author: Tümkaya, Songül
Date: 2008-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Schools of Education,Life Satisfaction,Psychological Patterns,Social Isolation,Affective Measures,Gender Differences,Age Differences

This study investigated the correlation between the life satisfaction and loneliness levels of students of Faculty of Education with respected to age and gender variables. The participants are students at the Educational Faculty of Çukurova University in Adana/Turkey. The sample consists of 422 students, 223 female and 199 male. Their life satisfaction and loneliness levels were measured by the &quot;UCLA Loneliness Scale&quot; and &quot;Life Satisfaction Scale,&quot; also &quot;Personal Information Form&quot; is used to gather personal information. To analyze data, t-test, one-way ANOVA, stepwise regression and correlation statistical techniques are used. The research findings show that the male students' loneliness level is higher than the female students' loneliness level. There is no significant difference found between male and female students' life satisfaction. Beside, the correlation between age and loneliness level shows that, loneliness level is increased with the increase of age. However, there is a negative correlation between life satisfaction and loneliness level. Based on research findings, researchers suggest that the psychological counseling and guidance services of university must be functionalized and improved to increase students' life satisfaction and to decrease loneliness level. [This article was presented at the 9th International Conference on Education in Athens, Greece, May 28-29, 2007.]
Stating and Defending New Knowledge Claim: A Rhetorical Analysis on the Discussion Section of English Master Thesis by Indonesian EFL Learners
Author: Wasito
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Masters Theses,Foreign Countries,Graduate Students,Language Patterns,Writing (Composition),Rhetoric,Discourse Analysis

The discussion section is considered the most important section of a thesis but also the most difficult to write especially by university students. This study investigated the move-step and rhetorical pattern of discussion section in 20 English Master Theses written by Indonesian EFL postgraduate students. Following the model suggested by Loan and Pramoolsook (2015), this study found that students constructed the discussion section according to their perceived communicative purposes of discussion section. The most noticeable feature of the section is the occurrence of Move 2 (reporting results) and Move 4 (Commenting on results) occurring in all texts making them obligatory moves. In terms of step, interpreting results and referring to other studies in Move 4 are also considered as obligatory steps. The findings of this study are useful particularly for EFL students; that is to facilitate them to better understand the rhetorical structure of thesis discussion section when written in English.
Kindergarten&apos;s EFL Teaching Methodology/Practices in Dominican Learning Centers
Author: Tavarez DaCosta, Pedro
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Kindergarten,Preschool Teachers,Language Teachers,Preschool Children,Bilingual Education,Teacher Effectiveness,Parent Attitudes,Human Body,Motion,Teaching Methods,Second Language Instruction

Appropriate training, proven experience, and love for the kids, are the most important requirements for teachers who teach English at the level of kindergarten classrooms in any of such schools. At &quot;Happy Kids Learning Center&quot; (in the inner Dominican City of Bonao) that pre-requisite is not the exception. The present study examines the internal evaluation processes of English methodology applied by kindergarten teachers. The subjects were four English teachers and three kindergarten classrooms, where children aged from three to five in the above mentioned bilingual private school. The duration of the intervention was of four weeks, with a fifteen-day session for observing and also taking part of the English classes. The main methodology was a qualitative study; and quantitative data was used in order to receive the objective support, thus sharing with students and teachers as well. The results of this brief study showed that, even Young-trained teachers are able to teach in kindergarten schools while still studying to become professional teachers at the Bachelor's Degree Program of the local branch of the state college (UASD University), if the love for children are among their human qualities for teaching this singular and demanding level.
Indonesian Authors&apos; Stances in Citing English Research Article Introductions Literature in Sciences
Author: Miasari, Suci
Date: 2018-08-00
Type: Journal Articles
Subjects: Journal Articles,Citations (References),Authors,Attitudes,English (Second Language),Foreign Countries,Biology,Physics,Chemistry,Literary Devices,Verbs,Nouns,Form Classes (Languages)

Authorial Stance is an important aspect in academic texts in academic texts such as research articles (RAs); that is to show the attitude of authors toward the information cited in a reference in order to establish an argument. The objective of this research was to investigate the authorial stances in English RA introductions written by Indonesia authors in the field of sciences (i.e. Biology, Physic and Chemistry). This research employed a descriptive qualitative method. Thirty English research article introductions were included in the corpus in this study. The results show that two authorial stances: neutral and positive stances are found in the texts but no critical stance is used in the corpus of this research. Also, four types of authorial stance (i.e., hedges, booster, attitudinal markers, and self- mention) are used in the RA introductions and the devices in each type of authorial stance are nouns, verbs, adverbs, adjectives and modals. Self-mentions found in this research are subjective pronoun, common noun and possessive adjectives. It can be concluded that Indonesian authors in the field of sciences already use similar types of authorial stances in their English RA introductions to those of international authors writing in English.
Standardization of Design Interfaces Applied to Language Test On-Line through Ubiquitous Devices
Author: Magal-Royo, Teresa
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Computer Assisted Testing,Second Language Instruction,Standards,Test Construction,Language Proficiency,Guidelines,Vignettes,Certification,Telecommunications,Handheld Devices

Normalization of design rules and guidelines in English language tests to help future instructors and assessment developers in the field of examination of English as a foreign language have not been defined sufficiently until present days. In fact, there are several experiences and investigations related to the user's experiences in the handling of computer exams for learning a foreign language that have been evaluated in, for and through different experimental interactive digital environments. These interactive scenarios oriented to the user experience, UX in the ubiquitous devices, have allowed to learn technological, functional and design aspects that will be necessary in the future to establish the standards in design and vision for language tests in its online environment. The lack of effective and realistic regulations has become a functional requirement for the progress of research on digital environments adapted to the needs of competence assessment and more specifically, to the learning environment of foreign language (FL). Proliferation of on-line tests of language certification of ls with a structural corpus depends on where there are not really functional and formal guidelines that allow evaluating their quality and adequacy from the experience of the user and according to the level of learning competences acquired in a foreign language. This article describes aspects of design that should be taken into account when defining an online test of languages in a ubiquitous device that will mark verifiable guidelines of a general nature and affect the evaluation task in the formation of languages that need to be checked and evaluated periodically.
Attendance in DC Public Schools: 2012-2013. Attendance Snapshot
Author: O'Keefe, Bonnie
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Attendance Patterns,Public Schools,Urban Schools,Truancy,Incidence,Instructional Program Divisions,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Graduation Rate,At Risk Students,Charter Schools,Correlation

Absenteesim is extremely high in Washington, DC public and charter schools. Chronic absenteeism increases achievement gaps, because students from disadvantaged backgrounds with high absenteeism are more likely to fall behind academically. Absenteeism among young children drastically reduces the likelihood of achieving reading and math proficiency by third grade. If DC acts to improve early attendance at both DC Public Schools and public charter schools, the city could see long-term educational and economic benefits in the form of increased graduation rates and lifetime earnings potential. Research shows that: (1) One in ten students missed at least 20 unexcused days of school; (2) One in six 3-5 year olds had at least 10 unexcused absences; and (3) 30 percent of high school students had more than 20 unexcused absences. The relationship between proficiency and truancy can work in both directions: while chronically absent students are more likely to fall behind their peers, academically struggling students may become discouraged and start skipping school.
Attendance in DC Public Charter Schools: 2012-2013. Attendance Snapshot
Author: O'Keefe, Bonnie
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Attendance Patterns,Public Schools,Charter Schools,Urban Schools,Truancy,Incidence,Instructional Program Divisions,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Graduation Rate,At Risk Students,Correlation

Absenteesim is extremely high in Washington, DC charter and public schools. Chronic absenteeism increases achievement gaps, because students from disadvantaged backgrounds with high absenteeism are more likely to fall behind academically. Absenteeism among young children drastically reduces the likelihood of achieving reading and math proficiency by third grade. If DC acts to improve early attendance at both DC charter schools and public schools, the city could see long-term educational and economic benefits in the form of increased graduation rates and lifetime earnings potential. Research shows that within DC's public charter schools: (1) One in thirteen students missed at least 20 unexcused days of school; (2) One in thirteen 3-5 year olds had at least 10 unexcused absences; (3) 14 percent of high school students had more than 20 unexcused absences; and (4) 30 percent of students missed more than 10 percent of school days for any reason.
Trends in Third Grade Reading Proficiency: An Analysis of DC CAS Results (2007-2014). Policy Brief
Author: Vance, Tim
Date: 2016-02-00
Type: Reports - Research
Subjects: Educational Trends,Reading Skills,Elementary School Students,Grade 3,Reading Tests,Test Results,Test Score Decline,Economically Disadvantaged,African American Students,Poverty,Public Schools,Charter Schools,School Desegregation,Resource Allocation,Outcomes of Education

Learning to read proficiently by the end of third grade is one of the best predictors of a student's later academic success. This policy brief analyzes school-level District of Columbia Comprehensive Assessment System (DC CAS) exam results, which are reported on a four-tiered scale: Below Basic, Basic, Proficient and Advanced. Results found that: (1) Third grade reading proficiency did not improve for students in citywide between 2007 and 2014; (2) There was a statistically significant decline in reading scores for economically disadvantaged and black third graders; (3) Economically disadvantaged third graders attending high-poverty schools scored significantly worse on the reading assessment than those attending more economically integrated schools; and (4) Economically disadvantaged third graders in charter schools performed better at reading than those in DC public schools. Given the results of this analysis, District leaders must reexamine how resources are allocated and prioritized starting at birth. To fully support literacy development, they must ensure the city's early childhood and elementary programs are both comprehensive and evidenced-based so that all children can develop the skills they need to succeed in school. [This publication is an update to a 2012 report undertaken by the Elder Research Group on behalf of DC Action for Children.]
Two Heads May Be Better than One: Learning from Computer Agents in Conversational Trialogues
Author: Graesser, Arthur C.
Date: 2017-03-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Computer Managed Instruction,Natural Language Processing,Instructional Design,Persuasive Discourse,Observation,Discourse Analysis,Instructional Effectiveness,Emotional Response,Dialogs (Language)

Background: Pedagogical agents are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with the students in natural language. Dialogues occur between a tutor agent and the student in the case of AutoTutor and other intelligent tutoring systems with natural language conversation. The agents are adaptive to the students' actions, verbal contributions, and in some systems their emotions (such as boredom, confusion, and frustration). Focus of Study: This paper explores several designs of trialogues (two agents interacting with a human student) that have been have been productively implemented for particular students, subject matters, and depths of learning. The two agents take on different roles, but often serve as peers and tutors. There are different trialogue designs that address different pedagogical goals for different classes of students. For example, students can (a) observe vicariously two agents interacting, (b) converse with a tutor agent while a peer agent periodically chimes in, or (c) teach a peer agent while a tutor rescues a problematic interaction. In addition, agents can argue with each other over issues and ask what the human student thinks about the argument. Research Design: Trialogues have been developed for systematic experimental investigations in several studies that measure student impressions, learning gains from pre-test to post-test on objective tests, and both cognitive and affective states during learning. The studies compare conditions with different pedagogical principles underlying the trialogues in order to assess the impact of these principles on student impressions, learning, emotions, and other psychological measures. Discourse analyses are performed on the language and actions in the log files in order to assess their impacts on psychological measures. Recommedations: Tests of these agent-based systems have shown improvements in learning gains and systematic influences on student emotions. In the future, researchers need to conduct more research to empirically evaluate the psychological impact of different trialogue designs on psychological measures. These trialogue designs range from scripted interactions between agents being observed by the student to the student helping a fellow peer agent and to the student resolving an argument between two agents. The central question is whether the learning experiences and outcomes show improvement over typical human-computer dialogues (i.e., 1 human and 1 tutor agent) and conventional pedagogical interventions.
Piecing Together: Completing the Early Childhood System Puzzle in the District. White Paper
Author: Bartley, Shana
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Shared Resources and Services,Information Management,Referral,Family Involvement,Stakeholders,Young Children,Governance,Data Collection,Information Dissemination,Outreach Programs

Building an early childhood system within the District is similar to efforts taken to complete an intricate puzzle. Imagine having to assemble a 5,000-piece puzzle without access to the box depicting its final image. The puzzle must be constructed without an organized leader by a group of people who speak different languages. Moreover, a significant number of puzzle pieces necessary for the puzzle's completion are nowhere to be found. While tremendous progress has been made on sections of the puzzle, the challenges listed above must be addresses in order to succeed. In order to best position infants, toddlers, and preschoolers to succeed, the District must leverage the collective impact of early childhood programs and initiatives as part of a larger, coordinated system. By synthesizing past and ongoing stakeholder discussions on approaches to creating a strong early childhood system in the District, this white paper highlights three essential infrastructure pieces that are needed to fully assemble this puzzle: (1) Shared Services; (2) Centralized Intake and Referral; and (3) Early Childhood Integrated Data System (ECIDS). These three infrastructure pieces promote quality programs and services; streamline processes, and reduce burdens on providers, families and government agencies. This paper offers nine recommendations relating to these three infrastructure pieces.
Effectiveness of Peer Observation on Enhancing Teacher Competence among Teacher Trainees during Teaching Practice: A Case Study of Mwenge Catholic University
Author: Abdallah, Abdallah A.
Date: 2018-07-00
Type: Reports - Research
Subjects: Preservice Teachers,Foreign Countries,Teacher Competencies,Case Studies,Catholics,Church Related Colleges,Preservice Teacher Education,Teaching Methods,Peer Evaluation,College Faculty,Evaluation Criteria,Item Response Theory,Instructional Materials,Reliability,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Questionnaires

This study conducted to assess the effectiveness of peer observation on enhancing teacher competence among teacher trainees during teaching practice: A case study of Mwenge Catholic University. The study used a cross-sectional design whereby the target population included first, second and third year education students, lecturers, and TP from Mwenge Catholic University. The sample of the study included sixty five first, second and third year students and five lecturers who obtained using stratified sampling technique. Also the sample included TP coordinator who automatically included. Questionnaire instrument used to collect data from study respondents. The collected data analyzed in terms of frequency and percentages by the help of a computer software &quot;statistical package for social sciences&quot; (SPSS) version 22 and presented using tables. The researcher found out that: Most of the teacher trainees prepare and effectively use the appropriate teaching aids during teaching practice to enhance their teaching competence; peer observation equips the teacher trainee with teaching competence; peer observation assessment without assessment criteria has more positive impacts among the teacher trainees; and summative use of peer observation assessment among teacher trainees enhances competence in teaching. Basing on the findings, the researcher recommends to the university to ensure that should reinforce the teacher trainees so as they could prepare and use more teaching aids so as to equip themselves with teaching competence and equipping the expected knowledge to the students; the government through the ministry of education and science to ensure that, all the education institutions providing the education course which do not use peer observation among their teacher trainees as the method of assessment to employ the system so as to provide competent teachers for the achievement of the country; the university that, should perform serious seminar on the criteria for assessment; and the university that, they should ensure the teacher trainees totally use peer observation assessment so as to achieve the intended goals of peer observation. [A Research Report Submitted in Partial Fulfillment of the Requirement for Bachelor of Education Degree (Science) at Mwenge Catholic University.]
Giving Hispanic Students a Chance to Succeed from the Start: How Early Childhood Providers and Policy Makers in the District of Columbia Can Support Young Hispanic Children&apos;s Access to High-Quality Early Care and Education. Policy Brief
Author: Vance, Tim
Date: 2014-11-00
Type: Reports - Research
Subjects: Hispanic American Students,At Risk Students,Early Childhood Education,Early Intervention,Access to Education,Child Care,Educational Quality,Racial Differences,Ethnicity,Well Being,Enrollment Trends,Barriers,Access to Information,Cultural Influences

For Hispanic children, the challenges of family poverty, cultural differences, and language proficiency are often interrelated and pose significant barriers to academic and personal success. The roots of the academic achievement gap are formed early in life; by age five, Hispanic children are, on average, four to five months behind white children in pre-reading skills, and this gap at kindergarten entry accounts for over 80% of the gap in reading skills between white and Hispanic fourth grade students. This brief is based on the data collected from a pilot study on Hispanic children and their access to early care education (ECE) in Washington, DC, that was completed in concert with DC Action for Children in the spring of 2014. It draws on existing research, census and school data, reports from the Office of the State Superintendent of Education (OSSE) and interviews with early childhood practitioners, administrators, and government officials with experience serving the Hispanic community. These interviews allowed for an exploration of the barriers to Hispanic access that are harder to quantify, or analyze through data alone, like cultural values.
Sharpening Education through the Use of Information and Communications Technology
Author: Crisolo, Niño A.
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Vocational Education,Postsecondary Education,Elementary Secondary Education,Educational Legislation,High Schools,Science Instruction,International Cooperation

Information and Communication Technology (ICT) creates a significant role in the development of any country. Great opportunities easily come along to anyone apt in this field. Thus, it is important for a nation to produce ICT literate citizens who will build the infrastructure required to survive in this digitally-age of society. In response to this demand, the Department of Education is continuously introducing ICT into its system. The Philippines government is also making all possibilities to provide technological advancement to its people. Remote places across the region are being reached to make sure that no Island is being left behind when it comes to technology. As the Philippine education embraces the technology, students are no longer solely relying on hard text for learning. Through DepEd, funded by the government and other partner institutions, learning processes are now transformed digitally. Now, students have access to thousands of learning materials uploaded in the DepEd - managed Online Learning Portal. This undertaking was strengthened by the creation of the Department of Information and Communication Technology (DICT), an executive department of the Philippine government responsible for the planning, development, and promotion of the country's ICT agenda in support to national development. Despite all of these efforts, the government through DepEd is still facing the biggest challenge in keeping innovative education in this quickly changing world.