Unpublished Doctoral Dissertation Research Articles

THE EFFECT OF EXPLICIT STRATEGY-BASED INSTRUCTION ON MOROCCAN EFL UNIVERSITY LEARNERS’ USE OF METACOGNITIVE EVALUATING STRATEGIES (RECALLING AND SUMMARIZING) IN READING ENGLISH (L3) WRITTEN TEXTS

This study, derived from one of the major sections of my unpublished doctoral dissertation tackling the correlation between explicit training in cognitive and metacognitive reading strategies (CMRSs) and EFL reading achievement in tertiary education (Defended in 2015), is an endeavor to reveal the perceived effect of metacognitive evaluating strategies (MESs) instruction on Moroccan English Department learners’ strategic reading behavior. Targeting 113 EFL university learners (experimental group: n=63; control group: n=50), the study explores the impact of explicit metacognitive intervention on the learners’ recourse to recalling and summarizing, as metacognitive reading strategies (MRSs) tapped for assessing their understanding of the EFL textual input. To collect the relevant data, explicit reading strategy instruction (ERSI), reading comprehension texts (i.e., narrative, expository), narrative and expository reading tests, and a retrospective questionnaire (RQ) were relied upon. The results evince that, whilst the experimental group (n=63) advanced at the level of both metacognitive evaluating strategies use and text summary-related scores, its counterpart (control group) in the control condition did not reveal any marked increase in the application of the targeted metacognitive evaluating strategies (MESs) and the scores pertinent to text-based summary performance across the pre-post-test stages. Accordingly, a corpus of relevant recommendations and implications are discussed, and a few limitations are set forth.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Exploration of Moroccan EFL University Students’ Retrospective Knowledge of Cognitive and Metacognitive Reading Strategies in Processing Advanced-level Written Discourse in English

Based on my unpublished Doctoral Dissertation (Defended in 2015) that investigates the impact of explicit reading strategy instruction on Moroccan EFL university learners’ (meta) cognitive reading strategy use and reading achievement, the present exploratory study reflects the extent to which the learners are retrospectively conscious of the (meta) cognitive reading strategies (RSs) that facilitate the assimilation and comprehension of the textual input. It addresses 113 English department university students belonging to two groups (Group 1: N= 50; Group 2: N= 63) studying at the first-semester level. The data were obtained through the dependence on two advanced-level reading comprehension texts (i.e., narrative, expository) which were accompanied by a retrospective questionnaire (RQ). The results evince that, given that the targeted two groups unconsciously used some (meta) cognitive reading strategies (RSs) for attaining the textual comprehension, their retrospective consciousness of the core nature and essence of these metacognitively-oriented strategic moves is typically typified by utmost inadequacy. Finally, some useful recommendations relative to both EFL reading research and pedagogy as well as some unavoidable limitations are presented.

The Implementation of Cognitive Reading Strategies in EFL Textual Processing among Moroccan English Department University Learners: An Exploratory Study

Given the well-known fact that reading any EFL academic written discourse entails the proactive exertion of cognitive efforts and the constant immersion in executive control, the use of cognitive reading strategies (CRSs) occupies an outstandingly pivotal part in effectually assimilating the textual content. By implementing these strategies during the process of textual reading, readers can ensure efficient meaning-making acts. Targeting a group of first-semester university students (N=63), this exploratory study, which is part and parcel of my unpublished Doctoral Dissertation defended in 2015, has a two-fold focus. It endeavors to (a) delve into the most frequently deployed cognitive reading strategies among Moroccan EFL university learners and (b) uncover how the strategic processes are conducted among the targeted group during the act of reading. The data were gained through the assignment of two reading comprehension texts (i.e., narrative, expository) that were coupled with a retrospective questionnaire (RQ). The results showcased that the target group makes adequate use of cognitive reading strategies during textual processing. Hence, the study spells out a host of recommendations for the academic as well as the research community and sets forth some encountered limitations.

The Learnability of Cognitive and Metacognitive Reading Strategies in Moroccan Higher Education: A Quasi-experimental Study

Constituting a substantive part of my unpublished Doctoral Dissertation that was defended in 2015, the present study probes into the impact of (meta) cognitive reading strategy training on Moroccan EFL students’ strategic processing of textual content. In principle, it draws parallels between the (meta) cognitive strategic act implemented by the English department first-semester university learners (Control group: N=50; Experimental group: N=63) before the metacognitive strategy intervention and the one enacted by these two targeted groups after the intervention. To put to the test this straightforwardly stated assumption, such research instruments as reading comprehension texts, reading strategy training, and retrospective questionnaire were resorted to for eliciting the relevant data. The results reveal that the delivery of explicit (meta) cognitive strategy training is deemed a contributive factor in culminating in improved (meta) cognitive strategy application among the treatment group. Thus, a panoply of recommendations that are germane to education and research as well as a range of limitations which confronted the current research study are tacitly put forth.

Rebuilding a Reproductive Future Informed by Disability and Reproductive Justice.

Rebuilding a Reproductive Future Informed by Disability and Reproductive Justice.

A Testlet Diagnostic Classification Model with Attribute Hierarchies.

In this article, a testlet hierarchical diagnostic classification model (TH-DCM) was introduced to take both attribute hierarchies and item bundles into account. The expectation-maximization algorithm with an analytic dimension reduction technique was used for parameter estimation. A simulation study was conducted to assess the parameter recovery of the proposed model under varied conditions, and to compare TH-DCM with testlet higher-order CDM (THO-DCM; Hansen, M. (2013). Hierarchical item response models for cognitive diagnosis (Unpublished doctoral dissertation). UCLA; Zhan, P., Li, X., Wang, W.-C., Bian, Y., & Wang, L. (2015). The multidimensional testlet-effect cognitive diagnostic models. Acta Psychologica Sinica, 47(5), 689. https://doi.org/10.3724/SP.J.1041.2015.00689). Results showed that (1) ignoring large testlet effects worsened parameter recovery, (2) DCMs assuming equal testlet effects within each testlet performed as well as the testlet model assuming unequal testlet effects under most conditions, (3) misspecifications in joint attribute distribution had an differential impact on parameter recovery, and (4) THO-DCM seems to be a robust alternative to TH-DCM under some hierarchical structures. A set of real data was also analyzed for illustration.

Foundations of the theory of magmatic ore formation in works by M. N. Godlevsky and their modern development

On the occasion of the 120th anniversary of the birth of Mikhail Nikolayevich Godlevsky, an outstanding geologist and researcher of magmatic sulfide deposits, a book about the life of this remarkable man “From the depths of the Norilsk ores. Mikhail Godlevsky” is being prepared at the Central Research Geological Prospecting Institute for Base and Precious Metals, where he worked in 1961-1984. The material published below is based on the article “The theory of magmatic ore formation in works by M. N. Godlevsky and its modern aspects” from the anniversary edition and contains minor editorial changes. The article considers the principal theoretical provisions of the magmatic genesis of the Norilsk platinum-copper-nickel deposits, that were developed by M. N. Godlevsky in his works. Particular attention is paid to his still unpublished doctoral dissertation that covers all aspects of the genesis of the unique Norilsk ores: from the formation conditions of the ore-bearing magmas in the northwest Siberian Platform and their crystallization in the upper zones of the earth's crust, to the formation of disseminated and veined ores of the Norilsk 1 and Zub-Marksheiderskoe deposits. Modern views are presented on the origin of ore deposits of the Norilsk region, which were characterized in the works by M. N. Godlevsky.

Psychological Well-being for educational counselors in the center of Erbil City

Psychological Well-being for educational counselors in the center of Erbil City

Developing Models of Evaluation Through Performance Task Instrument: Its Implementation and Usefulness

Developing Models of Evaluation Through Performance Task Instrument: Its Implementation and Usefulness

Genotype by Environment interactions for egg number and egg weight of five dual-purpose chicken breeds in different zones of Oromia region in Ethiopia

The African Chicken Genetic Gain (ACGG) project (https://africacgg.net/) aims at backyard poultry optimization by commercial dual-purpose breeds introduction into Africa. To measure benefits, genotype by environment interaction (GxE) analysis provides guidance while predicting environmental effects on production traits of breeds. A survey among Ethiopian poultry smallholders showed egg sale being the most important purpose of keeping village chickens in Oromia. Data was available about laying of 894 ACGG chickens in Oromia. Hence current research questions were: 1) Does GxE take place? 2) Which breed performs best regarding laying and in which environment within Oromia? Traits investigated were egg number and egg weight of five breeds (S-RIR, Sasso, Horro, Kuroiler and Koekoek) located in three zones (East Hararge, East and West Shoa) and 5 districts (Adami Tulu, Bako Tibe, Dano, Dugda and Haromaya) in Oromia. Observations were taken as group measure performing weighted analyses. GxE was only present for egg number with magnitude strongest for zone. S-RIR performed best for both traits in both environments, except Kuroiler performing better in East Shoa for egg number and Koekoek for egg weight. This indicates success of crossbreed S-RIR. Sasso and Horro performed worst supported by previous research for Horro but not Sasso. Low precipitation in East Shoa caused bigger distance in egg number predictions, being higher for S-RIR and lower for Horro and Sasso compared to West Shoa. Apart from these final conclusions, social context of breeding and data collection difficulties should not be forgotten. Just like relevance of other performance trait analyses.

Assessing College Writing: Do Students Connect with the Text?

Assessing College Writing: Do Students Connect with the Text?

Governing the Philippine Public: The National College of Public Administration and Governance and the Crisis of Leadership without Identity

Governing the Philippine Public: The National College of Public Administration and Governance and the Crisis of Leadership without Identity

The Dedicated Spiritual Life of Upper Rhine Noble Women: A Study and Translation of a Fourteenth-Century Spiritual Biography of Gertrude Rickeldey of Ortenberg and Heilke of Staufenberg

The Dedicated Spiritual Life of Upper Rhine Noble Women: A Study and Translation of a Fourteenth-Century Spiritual Biography of Gertrude Rickeldey of Ortenberg and Heilke of Staufenberg

Multicultural awareness and foreign language learning among Chinese college students: a one-year longitudinal investigation

ABSTRACT The study explored the longitudinal relationship between multicultural awareness and language development among collegiate English as a foreign language (EFL) students. Sixty-five first-year college students participated in the study. Drawing on the Multicultural Awareness-Knowledge-Skills Survey (MAKSS) [D’Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling & Development, 70(1), 143–150; Perkins, R. M. (2012). The multicultural awareness, knowledge, skills and attitudes of prospective teachers: A quantitative and heuristic phenomenological study (Unpublished doctoral dissertation). University of Missouri, Kansas City] and a series of proficiency measurements (vocabulary, reading and writing abilities), the study found that the participating EFL students generally had positive attitudes toward multicultural differences, however they did not seem to be confident about dealing with multicultural situations in real life. More important, the results showed that multicultural awareness measurements did not contribute to foreign language skills within a short period of time while the contribution was substantial over one academic year. Discussion and implications centred on the uniqueness of language development in the foreign language context and the indirect utilities of multicultural awareness in second or foreign language development.

Advocating for Muslim students: if not us, then who?

ABSTRACTThe acrimonious and hateful rhetoric dominating the public and political arenas and the tide of division and nationalism gaining support in many parts of the world (Arnova et al. 2013. Comparative education: the dialectic of global and local. Landahm, MD: Rowan & Littlefield) seem to be reflected in the US school system. As evidenced by a growing number of faith-based private schools, and charter and public schools being segregated along ethnic, religious, cultural and racial lines (Orfield and Gordon 2001. Schools more separate: consequences of a decade of resegregation. Cambridge, MA: Civil Rights Project, Harvard University). Being an educator and a Muslim, I find myself concerned with the phenomenon of an increasing number of Muslim students turning to private Islamic schools, instead of public schools for their education (Badawi 2005. Parental reasons for school choice: a case study of an Islamic school in the United States of America. Unpublished doctoral dissertation, University of Minnesota, Minneapolis). Informed by the present status of Muslims in the US and the relevant literature on integration, assimilation, and multiculturalism, the purpose of this paper that was developed through an autoethnography is to start a critical conversation, about the rights of Muslim students to receive equitable public education opportunities that recognise their cultural rights as a minority in the US.

Three new Macropsini (Hemiptera: Cicadellidae) leafhopper species from Australia.

Three new species, Macropsella recta, Toropsis minuspina and Varicopsella apecurvata spp. nov. are described and illustrated from Australia. Leafhoppers of the subfamily Macropsinae are found abundantly in the Holarctic, Oriental and Australian regions (Linnavuori, 1978) and have been collected from around the world, except for Antarctica, Oceania and South America (Hamilton, 1980). Both Hamilton (1980) and Evans (1966) suggested that there were likely a myriad of uncollected and undescribed species in Australia alone and Evans (1971) commented that the Macropsinae are possibly more abundant in Australia than anywhere else in the world. Day and Fletcher (1994) listed 45 macropsine species in eight genera and mentioned that the Australian fauna needs "a thorough examination to establish the generic affinities of the species…". In her unpublished doctoral dissertation, Semeraro (2014) recently completed a revision and phylogeny of the Australian fauna, documenting an additional 50 undescribed species and proposing changes to the generic classification, but this work has not yet been published. The new Australian species described herein, representing three genera, one not previously recorded in Australia, were not included in Semeraro's (2014) dissertation.Study of samples recently collected from Australia revealed the presence of 3 new species, representing the genera Macropsella Hamilton, Toropsis Hamilton and Varicopsella Hamilton.Macropsella was established by Hamilton (1980) with Macropsis saidora Evans, 1971 as the type species. Five Macropsis species describeded by Evans (1971), one Macropsis species described by Kirkaldy (1907) and new species Macropsella complicata Hamilton (1980) were previously included in this genus. The seven species of this genus are known only from New Guinea and Northern Australia. Members of this genus can be distinguished by their usually white spotted tegminal veins, tapered male pygofer and laterally directed short ventral pygofer spines.Toropsis was established by Hamilton (1980) with Oncopsis balli Kirkaldy, 1907 as the type species. Six Oncopsis species (Evans, 1935, 1941) and three Macropsis species (Evans, 1971; Metcalf, 1966) were transferred to this genus by Hamilton (1980). So far, ten species recorded in this genus, and all of these species are recorded only from Australia. Toropsis can be distinguished by the wide face, small and flat front, inflated pronotum, unarmed male pygofer and relatively small dorsal connectives.Varicopsella was established by Hamilton (1980) for seven species from the Oriental region, with Macropsis breakeyi Merino, 1936 as its type species. More recently, Li et al. (2014) added a new species and subgenus Varicopsella (Multispinulosa) hamiltoni from China, but this species appears to be incorrectly placed in Varicopsella. Yang et al. (2016) added V. odontoida from Thailand. This genus can be distinguished by the depressed head, fused lora and frontoclypeus, and the two-jointed dorsal connective of the male.

Philosophical foundations for information fusion : towards a social-process paradigm

In the past decade the focus of research into artificial intelligence (AI) has moved from individual agents to multi-agent systems (MAS). This shift has been reflected in the increasing use of social metaphors to describe MAS-related design problems and solutions. The social interpretation of MAS has also been embraced by social scientists interested in developing MAS-based simulations of society. The design of some MAS applications, such as high-level information fusion, involves additional social complexities that arise from their embedded role in complex human social organizations. One response to these developments has been the plea for ‘socionic’ collaboration between computer scientists and sociologists akin to the inter-disciplinary collaboration that produced bionics. This suggestion has produced some useful results; however the socionic traffic of ideas has been hindered by the paradigm gulf that separates sociology and computer science. Dawson’s work is a step toward bridging the philosophical component of that gulf. Dawson’s goal is to develop a coherent system of concepts that encompasses both MAS-based and human forms of social interaction and will serve to frame and guide the development of ontology based multi-agent systems. To create this unifying vision Dawson draws upon the philosophy of A. N. Whitehead to develop a socially oriented, Whiteheadian philosophical interpretation of Dale Lambert’s Post-Classical MAS. While Whitehead’s work is relatively well known, Lambert’s unique process philosophy inspired approach to AI has attracted little attention. Drawing upon Lambert’s unpublished doctoral dissertation, Engineering Machines with Commonsense (1996), Dawson lays out the broad epistemic issues, metaphysical presuppositions, and heuristic strategies that have motivated Lambert’s turn from Classical AI to his process inspired alternative: ‘Post-Classical AI’. Lambert’s primary objective in his dissertation was to develop a Post-Classical blue-print for a MAS-based mind. To that end Lambert developed Post-Classical philosophies of process, representation and belief, and showed how each of these elements could be formally implemented to provide a Post-Classical artificial mind with its cognitive capability. In order to reveal the deeper implications of Lambert’s tersely expressed debt to process philosophy, Dawson provides a commentary which explains the key formal elements of Lambert’s work in terms of Whitehead’s metaphysical system. Through this interpretation it is possible to view the computational operations of Lambert’s MAS as a partial model of the complex creative processes that lie at the heart of Whitehead’s metaphysical vision. This interpretation of Lambert's Post-Classical paradigm signals the possibility of a novel 'Whiteheadian AI'. A key aspect of Dawson’s analysis is his identification of the ‘sociological turn’ latent in Lambert’s Post-Classical paradigm. Lambert’s approach to grounding agent belief is analogous in form to Whitehead’s explanation of the relationship between human ideas and the actualities that they denote. In both cases agents shape and are shaped by social processes that selectively fine tune and prioritize the social customs that mediate interaction between agents and their environments. The sociological dimension of Lambert’s Post-Classical paradigm is further illustrated with reference to the ontology-based multi-agent architecture at the core of Lambert’s design of a high-level information fusion system. For nearly two decades a process vision has inspired and guided Lambert’s internationally recognized contribution to the development of high-level information fusion systems. Interpreted in the light of Whitehead’s philosophy, the striking originality of Lambert’s Post-Classical paradigm and subsequent work in information fusion is revealed. Dawson concludes that Lambert’s Post-Classical paradigm represents a promising nexus of philosophical vision, formal method, and practical technology and outlines his own socionic proposal for its further development.

Guidance counselling as a whole school responsibility in the Irish post primary sector

ABSTRACTThis paper will deliberate upon the relevance of guidance counselling as a ‘whole school’ responsibility in the context of recent policy and practice changes in the Irish post primary sector since the Government of Ireland Budget 2012. Pertinent issues including the complexities of delivering a whole school approach to guidance counselling during a period of resource rationalisation will be addressed through the findings from recent case study research [Hearne, L., Geary, T., & Martin, N. (2016). A single case study of a whole school approach to guidance counselling in an Irish post-primary school; Case report. Retrieved from University of Limerick website: http://www.ul.ie/soedu/node/1481]. A single explanatory case study methodology investigated the complex phenomenon and interventions of whole school guidance counselling in a mixed gender school in the context of increasing demands for evidence-based data and methodological sophistication in lifelong guidance [European Lifelong Guidance Policy Network. (2015a). The evidence base on lifelong guidance; A guide to key findings for effective policy and practice, extended summary. Jyväskylä: Kariteam; Hearne, L. (2009). Towards an understanding of the measurement of individual progression in adult guidance (Unpublished doctoral dissertation). Waterford Institute of Technology, Waterford; Stake, R. E. (2004). Standards-based & responsive evaluation. Thousand Oaks, CA: Sage; Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage; Yin, R. K. (2014). Case study research (5th ed.). Thousand Oaks, CA: Sage].

Call for Papers -Re-thinking the Ludic: Imagining Play as Otherwise

Call for Papers -Re-thinking the Ludic: Imagining Play as Otherwise

Synthesizing ENABLE-AGE Research Findings to Suggest Evidence-Based Home and Health Interventions

ABSTRACTAs the quest for knowledge translation from research to practice and policy contexts is growing stronger, researchers need to develop strategies for synthesizing research findings. Since home environments constitute an important context for the delivery of health care and social services to older adults and people aging with disabilities, research in this field can serve as an example for such endeavors. Using 35 original publications and one unpublished doctoral dissertation based on the European ENABLE-AGE Project, we aimed to demonstrate a systematic approach to synthesize research findings generated by large research projects as the basis for evidence-based interventions. The synthesized findings highlighted the complex interactions between objective and perceived aspects of housing and aspects of health in very old age, impacting on, for example, residential decision making. Independence in daily activity is influenced by the sociocultural care and service context. A familiar and safe neighborhood, a social network, and a good supply of services are important to perceptions of participation. Going further, we suggest housing-related interventions that address problems and challenges related to ongoing demographic changes. This article contributes to the development of strategies for knowledge translation, connecting research and practice and policy contexts struggling to meet the societal challenges that accompany population aging.