ethanporcaro/eric-fulltext-meta huggingface dataset:
Training Senior Teachers in Compulsory Computer Based Language Tests
Author: Laborda, Jesus Garcia
Date: 2009-00-00
Type: Journal Articles
Subjects: Private Schools,Second Language Learning,Familiarity,Testing,Language Tests,Standardized Tests,High Stakes Tests,Measures (Individuals),Foreign Countries,Boards of Education,Computer Assisted Testing,Student Motivation,English (Second Language),College Entrance Examinations,Teacher Education,Language Teachers,Secondary School Teachers,Questionnaires,Teacher Attitudes

The IBT TOEFL has become the principal example of online high stakes language testing since 2005. Most instructors who do the preparation for IBT TOEFL face two main realities: first, students are eager and highly motivated to take the test because of the prospective implications; and, second, specific studies would be necessary to see if instructors may be familiarized with the use of computers in teaching and/or language testing for other high stakes tests. Now, many standardized tests are going online as well such as IELTS, BULATS and others (Garcia Laborda, 2007). National Boards of Education are also considering this possibility for the national university entrance examination (PAU) (Garcia Laborda &amp; Magal Royo, 2007; Garcia Laborda, 2006). However, in this case, teachers may not be willing or well prepared to face the challenge due to factors such as ICT familiarity. To date, many papers have explored the role of teacher training in their adaptation to the inclusion or implementation of ICT in the foreign language classroom (Zepp, 2005; Tan et al., 2003; Rehbein et al., 2003). However, it is necessary to consider the differences between the use of ICT for language testing (as opposed to general teaching) and the profile of senior high school foreign language teachers who may not be as flexible as their younger colleagues. This paper describes the trainees' final attitudes of a six-month course held in Valencia (Spain). 26 teachers from private schools who teach many of the students who take the test every year participated in an in-service teacher training course in Valencia. Instructional methods principally included training in ICT strategy and use through face-to-face instruction and also autonomous learning, group work, synchronous and asynchronous communication, and computer based test design. The teachers' responses to long discussions in a control session and to a questionnaire, along with the observations of a 20-hour course and the results of the familiarization with different tools show that for this type of training it is not only necessary to familiarize teachers with the testing tool but also with the process of creating online tests and with the testing process itself (Chapelle &amp; Douglas, 2006; Stoynoff &amp; Chapelle, 2005). Results from the platform use and the final questionnaire indicated that the majority of trainees reacted positively to the training and were eager to let the research team work with their students. However, they still felt they would not be able to use ICT for testing in their classes. Questionnaire is appended.
Interface Architecture for Testing in Foreign Language Education
Author: Laborda, Jesus Garcia
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Computer Interfaces,Design,Handheld Devices,Second Language Learning,Second Language Instruction,Second Languages,Computer Assisted Testing,Language Tests,Educational Environment,Visual Learning

The implications of new learning environments have been far-reaching and pervasive (Plass, 1998), at least in the field of interface design both in traditional computer and mobile devices (Fallahkhair, Pemberton, &amp; Griffiths, 2007). Given the current status of efficient models, educators need the unproven unification of interfaces and working areas, which may facilitate the students' integration within the working areas of computer based language testing (CALL) (Cushion, 2006). Based on previous works on interface design by Fulcher (2003), Chapelle &amp; Douglas (2006) and Garcia Laborda (2007) and interface validation by Garcia Laborda &amp; Magal Royo (2007) and current developments (IATEFL or TOEFL), in this paper we concentrate our efforts on describing the design and implementation as well the design principles of the working area of the computer assisted language testing (CALT) platform called PAUER that has been sponsored by the Spanish Ministry of Education between 2007-2010. As most areas of practice in higher education shift online, the work of learners and teachers increasingly takes place within the domain of similar platforms. The digital learning facilities will certainly follow similar patterns and lay outs, thus this presentation will reflect and be valid for similar projects worldwide. Since this platform is mostly based on visually enhanced learning, this paper analyses and critiques the form of visuality in which the contents are presented. The paper ends up considering issues such as ways of transmitting the information, meanings of icons and visual presentation, and the type of pedagogy that has been used to design PLEVALEX and PAU-ER. (Contains 4 figures.)
Methods of Adapting Digital Content for the Learning Process via Mobile Devices
Author: Lopez, J. L. Gimenez
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Delivery Systems,Handheld Devices,Programming,Electronic Learning,Navigation (Information Systems),Intermode Differences,Media Adaptation,Content Analysis,Aesthetics,Learning Processes

This article analyses different methods of adapting digital content for its delivery via mobile devices taking into account two aspects which are a fundamental part of the learning process; on the one hand, functionality of the contents, and on the other, the actual controlled navigation requirements that the learner needs in order to acquire high level knowledge. Currently the existing development processes consist of adapting content ad-hoc considering the device's special technical features and the programming language which has been used. Designers and programmers pay special attention to the increasing need of implementing and going about the creation process in a systematic way. This obviously leads to a growing need to establish reference marks that will allow us to compare these different methods of creation. The development and adaptation of digital content and navigability and the impact on the user is a point of departure for future research. Its function would be to determine effectively whether this learning process is viable or not.
Funding Equity in Oklahoma: The Extremes
Author: Hancock, Kenneth
Date: 2009-10-00
Type: Reports - Research
Subjects: Educational Equity (Finance),School Districts,Rating Scales,Funding Formulas,Equal Education

This report attempts to answer the question of whether or not there are school districts that are perennial to the extremes in the funding of Oklahoma Schools from SY-99 to SY-08. Using data collected from these years, calculations of fiscal neutrality were made and a rank ordering of districts was performed and then collated over the ten year period. The top and bottom 10% of the districts were examined, and it was determined that in percentages of the total number of schools and school children, there was in fact a few small districts that were perennial to the top 10% and fewer still that were perennial to the bottom 10%. Data relating to &quot;Perennial Top, Bottom, or Either School Districts in Funding&quot; is provided in an attachment. (Contains 5 charts and 6 graphs.)
Can Education Save the Economy?
Author: Van Noy, Michelle
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Economic Climate,Dislocated Workers,Human Capital,Community Colleges,Access to Education,Postsecondary Education,Information Technology,Job Skills,Economic Development

The recent global economic downturn is causing U.S. workers and employers to look to the educational system for skills that will allow them to thrive when the economy recovers. Education alone cannot save the economy. Much larger forces are at work, such as international equity and debt markets, the banking crisis, and the deflation of consumer  confidence. U.S. policymakers are, however, focusing on education because a modern economy cannot function without an educated workforce. Increased attention is being given to the over 1,000 community colleges in the United States. Community colleges typically offer programmes of up to two years, including many types of vocational and technical programmes. Unlike many four-year institutions, these colleges are typically open-access and much lower-cost. Thus, community colleges have been for some time now trying to cope with the large influx of dislocated workers. This article examines the roles that community colleges play in the economy, specifically in the areas of &quot;green&quot; jobs and entrepreneurship, as well as its roles in training workers in information technology and first-responders and protective-service workers. The authors state that community colleges will play an important  role in helping displaced workers readjust to their new reality and plan ahead for their future  careers while also addressing issues from their recent displacement. Helping this population upgrade its skills is a &quot;win-win;&quot; they earn higher wages, the economy benefits from their increased productivity, and they are less likely to rely on government assistance.
Promoting Gatekeeper Course Success among Community College Students Needing Remediation: Findings and Recommendations from a Virginia Study (Summary Report)
Author: Jenkins, Davis
Date: 2009-11-00
Type: Reports - Research
Subjects: Community Colleges,Probability,Remedial Instruction,Student Characteristics,College Preparation,Mathematics Education,English Instruction,Course Selection (Students),Graduation,Developmental Programs,Student Needs,Reading Skills,Mathematics Skills,Writing Skills,Enrollment Trends,Scores,Student Placement

This report summarizes key findings and recommendations from a Community College Research Center (CCRC) study designed to help community colleges develop strategies for improving the rate at which academically underprepared students take and pass initial college-level (or &quot;gatekeeper&quot;) courses in math and English. CCRC conducted the study at the request of the Virginia Community College System (VCCS) to inform the system's strategic objective of improving retention and academic success for their students, particularly the large number of students who arrive unprepared for college-level work. The study examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass math and English gatekeeper courses. A detailed report on the study (Roksa, Jenkins, Jaggars, Zeidenberg, &amp; Cho, 2009) is available on the CCRC website. Although the study was based on an analysis of students in Virginia's community colleges, the patterns of and reasons for student success in gatekeeper courses may well be common to many community colleges. Moreover, the analyses CCRC conducted as part of the study might serve as useful models for other colleges and state systems interested in analyzing patterns of progression and success. This paper is intended to stimulate discussion and inquiry among community college educators seeking to improve degree completion rates for the many students who come to them poorly prepared to succeed in college-level work. (Contains 10 figures.)
Performance Accountability Systems for Community Colleges: Lessons for the Voluntary Framework of Accountability for Community Colleges
Author: Dougherty, Kevin J.
Date: 2009-11-02
Type: Reports - Evaluative
Subjects: Community Colleges,Accountability,Data Collection,Systems Approach,Information Utilization,Information Dissemination,Comparative Analysis,Computer System Design,Content Analysis,Educational Indicators,Academic Achievement

This report discusses findings and implications of a study commissioned by the College Board to inform the development of the Voluntary Framework of Accountability for Community Colleges. CCRC researchers identified the performance indicators that states are already using for their community colleges and interviewed state higher education officials and local community college leaders on their experiences with the collection and use of such performance data. Specifically, the CCRC examined: (1) the content of state performance accountability systems, focusing on what performance indicators are most common across states; (2) the extent of the compatibility of those state performance data with the data required by the Integrated Postsecondary Education Data System (IPEDS) and the regional accreditation associations; (3) the ways that the states make public the performance data they collect on community colleges and how community colleges are compared to each other; (4) the ways that the performance data are collected by states and the ways that state and local community college officials assess the data collection process; and (5) the ways that performance data are used by state and local community college officials in deciding making and the ways that each assesses the data usage process. The report makes recommendations regarding which performance indicators to consider, how to better measure indicators, ways to make the collection of performance data easier for community colleges, and ways to encourage better use of performance data. (Contains 12 tables and 24 notes.) [This report was prepared with the assistance of Sue Clery, Elif Bor, Ellen Frishberg, and Amy Topper.]
Administration for Children and Families: Early Head Start
Author: Department of Health and Human Services
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Disadvantaged Youth,Cognitive Development,Emotional Development,Social Development,American Indian Reservations,Migrant Children,Parent Participation,Educational Finance,Financial Support,Educational Legislation,Educational Objectives,Program Evaluation,Program Implementation,Barriers,Federal Programs,Early Childhood Education,Preschool Children,Educational Administration

This paper presents an overview of the Early Head Start program. The objective of the Early Head Start program is to enhance the cognitive, social and emotional development of low-income children, including children on federally-recognized reservations and children of migratory farm workers, through the provision of comprehensive health, educational, nutritional, social and other services and to involve parents in their children's learning and to help parents make progress toward their educational, literacy and employment goals. Head Start also emphasizes the significant involvement of parents in the administration of their local Head Start programs. This overview provides the following as they relate to the Early Head Start program: (1) Funding Table; (2) Objectives; (3) Activities; (4) Characteristics; (5) Delivery Schedule; (6) Environmental Review Compliance; (7) Measures; (8) Monitoring and Evaluation; (9) Transparency; (10) Accountability; (11) Barriers to Effective Implementation; and (12) Federal Infrastructure. (Contains 2 tables.)
Legislative Review. A Look at Higher Education in Week 11: March 16-20, 2009
Author: North Dakota University System
Date: 2009-03-00
Type: Collected Works - Serial
Subjects: Higher Education,Grade 10,College Credits,Tribally Controlled Education,Educational Policy,State Legislation,State Government,Hearings,Budgets,Program Budgeting,State Programs

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from March 16-20, 2009. This Legislative Review reports that: (1) SB 2038, a bill to continue the &quot;flexibility  with accountability&quot; recommended by the Roundtable on Higher Education, was re-referred from the House Education Committee and heard in the House Appropriations, Education and  Environment Division, Monday, March 16; (2) SB 2389, a bill to change the name of MiSU-B to Dakota College at Bottineau, was passed by the House Tuesday, March 17; (3) HB 1394, a bill to provide an appropriation for financial assistance to tribally controlled community colleges, was re-referred from the Senate Education Committee and heard in the Senate Appropriations Committee Monday, March 16; (4) Engrossed HB 1434, a bill providing a $500,000 general fund appropriation to create endowed chairs, was re-referred  from the Senate Education Committee and heard in the Senate Appropriations Committee Monday, March 16; and (5) HB 1273, a bill to expand eligibility for dual-credit courses  to 10th grade students, received a unanimous &quot;Do Pass&quot; vote from the Senate Friday, March 13.
Legislative Review. A Look at Higher Education in Week 12: March 23-27, 2009
Author: North Dakota University System
Date: 2009-03-00
Type: Collected Works - Serial
Subjects: Consumer Education,Grants,Higher Education,Educational Policy,State Legislation,State Government,Hearings,Budgets,Program Budgeting,State Programs

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from March 23 to 27, 2009. It is reported that during this week: (1) work continues on SB 2003, the North Dakota University System (NDUS) budget bill, in the House Appropriations, Education and Environment Division; (2) HCR 3016, a concurrent resolution urging school districts to offer a financial literacy course, was heard in the Senate Education Committee Monday, March 23, and received a unanimous &quot;Do Pass&quot; recommendation from the committee; (3) SB 2062, the Opportunity Grant bill, was heard in the House Appropriations, Education and Environment Division, Monday, March 23; and (4) work on SB 2020, the North Dakota State University (NDSU) Research and Extension appropriation bill, continues in the House Appropriations, Education and Environment Division. Lists of bills passed this week and bills that failed this week are reported.
Legislative Review. A Look at Higher Education in Week 13: March 30-April 3, 2009
Author: North Dakota University System
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Higher Education,Educational Legislation,State Legislation,Budgets,Educational Finance,Accountability

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from March 30 to April 3, 2009. This Legislative Review reports that: (1) the House Appropriations Committee, Education and Environment Division, has approved amendments to SB 2003, the North Dakota University System (NDUS) budget bill, which now goes to the full House Appropriations Committee; and (2) several major capital projects funded by state general funds have been added to SB 2038, a bill to continue the &quot;flexibility with accountability&quot; recommended by the Roundtable on Higher Education. The amended bill has been adopted by the House Appropriations, Education and Environment Division. Lists of bills passed this week and bills failed this week are also reported.
Legislative Review. A Look at Higher Education in Week 14: April 6-10, 2009
Author: North Dakota University System
Date: 2009-04-00
Type: Collected Works - Serial
Subjects: Higher Education,Educational Legislation,State Legislation,Budgets,Educational Finance,Accountability

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 6 to 10, 2009. This Legislative Review reports that: (1) SB 2003, the North Dakota University System (NDUS) budget bill, and SB 2038, the flexibility with accountability legislation, were acted on Thursday, April 9 by the full House Appropriations Committee; and (2) the State Board of Higher Education restated its support for two key initiatives included in the board's 2009-11 North Dakota University System budget request last April 6. Lists of bills passed this week and bills failed this week are also reported.
Legislative Review. A Look at Higher Education in Week 15: April 13-17, 2009
Author: North Dakota University System
Date: 2009-04-00
Type: Collected Works - Proceedings
Subjects: Higher Education,Medical Schools,Tuition,Hearing Impairments,Special Education,Veterans,Educational Policy,State Legislation,Hearings,Budgets,Program Budgeting,State Programs,Student Costs,Advisory Committees,Transportation

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 13 to 17, 2009. This Legislative Review reports that: (1) key bills move to conference committees. These bills are SB 2003 (the North Dakota University System (NDUS) budget bill), SB 2038 (the flexibility with accountability legislation), and SB2020 (the North Dakota State University (NDSU) Research and Extension appropriation bill); (2) SB 2018, the Department of Commerce budget bill, was approved by the House on a vote of 85-6 Wednesday, April 15, as amended by the House Appropriations Committee; (3) SB 2081, a bill updating the role of the University of North Dakota (UND) School of Medicine and Health Sciences Advisory Council, was unanimously approved by the Senate Monday, April 13; (4) SB 2128, a bill adding a representative of the Dakota Transit Association to the Upper Great Plains Transportation Institute Advisory Council, was approved unanimously by the Senate Monday, April 13; (5) SB 2155, a bill providing $200,000 for services to deaf and hard-of-hearing students, was approved unanimously by the Senate Monday, April 13; and (6) SB 2082, a bill expanding the definition of &quot;resident&quot; to make all veterans eligible for in-state tuition rates, was approved unanimously by the Senate Monday, April 13. Lists of bills passed this week and bills failed this week are also reported.
Legislative Review. A Look at Higher Education in Week 16: April 20-24, 2009
Author: North Dakota University System
Date: 2009-04-00
Type: Collected Works - Serial
Subjects: Higher Education,Tribally Controlled Education,Community Colleges,Educational Policy,State Legislation,State Government,Hearings,Budgets,Program Budgeting,State Programs,Federal Aid

This issue of &quot;Legislative Review&quot; takes a look at the news in higher education from April 20 to 24, 2009. This Legislative Review reports that: (1) HB 1394, a bill to provide an appropriation for financial assistance to tribally controlled community colleges, was approved by the House Friday, Apri1 17 on a vote of 73-15; and (2) HB 1487, a bill prohibiting expenditure of federal economic stimulus funds unless appropriated by the Legislative Assembly, was approved by the House on a vote of 70-22 Thursday, April 16. A list of bills passed this week is also reported.