ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;La Ballata Dell&apos;amore Cieco&apos;: A Case Study on the Use of Songs in Italian Language Learning
Author: Campisi, Salvatore
Date: 2020-09-14
Type: Reports - Evaluative
Subjects: Singing,Case Studies,Italian,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Teaching Methods,Music Education,Music,Poetry,Dance,Receptive Language,Expressive Language,Learning Activities,Cultural Awareness,Group Discussion,Reflection,Student Attitudes

The song 'La ballata dell'amore cieco (o della vanità)' (1966), by Italian singer-songwriter Fabrizio De André (1940-1999), offers students opportunities to practise their language skills, stimulate their cultural appreciation, and expand their knowledge of a musical and poetic form (the ballad), while reflecting on the close connection between poetry and dance. Moving from receptive to productive skills, from gist to detail, learning activities are staged over three sessions, where students examine the song's musical features and lyrics and then produce their own ballads in writing. The paper first discusses the benefits and pitfalls of using songs as a tool to develop linguistic skills and raise cultural awareness. It then describes the learning opportunities offered by De André's song and concludes with an evaluation of the effectiveness of these activities, examining the potential for further research. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
French Creative Theatre in a Course for Beginners: The Case of &apos;Finissez vos phrases!&apos; by Jean Tardieu
Author: Crahay, Géraldine
Date: 2020-09-14
Type: Reports - Evaluative
Subjects: Theater Arts,Second Language Learning,Second Language Instruction,Teaching Methods,French,Instructional Materials,Intercultural Communication,Cultural Awareness,Comedy,Undergraduate Students,Introductory Courses,Dialogs (Language),Cooperative Learning,Creativity,Grammar,Language Styles,Feedback (Response),Literature

This article discusses the benefits of theatrical texts in language courses for beginners. These original, fun, and yet challenging materials help learners develop linguistic and intercultural competencies and transferable skills such as critical thinking, problem-solving, and cooperation. Specifically, this article examines the use of Jean Tardieu's (2000/1955) short comedy &quot;Finissez vos phrases!&quot; in a French course for beginners at university level. The particularities of this play are its brevity and the incompleteness of its dialogues. I argue that studying Tardieu's (2000/1955) comedy allows learners to develop their communication skills by reading the whole play, watching a performance of the play, completing the dialogues, and performing their new version in front of the class. Moreover, &quot;Finissez vos phrases!&quot; familiarises learners with French conversational conventions and encourages them to think about the effectiveness of language. It also enhances their cooperative skills, lets them express their creativity and, ultimately, offers them a playful approach to learning French. [For the complete volume, &quot;Literature in Language Learning: New Approaches,&quot; see ED608008.]
Introduction to the High-Performing Transfer Partnerships Study. Data Note 1. Transfer Partnerships Series
Author: Yeh, Theresa Ling
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Two Year College Students,Partnerships in Education,Institutional Cooperation,Equal Education,Educational Policy,Institutional Characteristics,School Culture,Educational Practices,At Risk Students,Low Income Students,Minority Group Students,Nontraditional Students,First Generation College Students

This document is the first in a new series of Data Notes that share research results from our High-Performing Transfer Partnerships (HPTP) study. Our inquiry process relies on a mixed-methods research design that includes student-level data from 15 states affiliated with the national initiative on reverse credit transfer called Credit When It's Due (CWID). Our HPTP study involves analyzing the CWID dataset to identify pairs of high-performing transfer partnerships, defined as two- and four-year institutional pairs that outperform others in their state at transferring, retaining and graduating students, based on aggregate and disaggregated data. This Data Note explains the rationale for our overall HPTP research, and provides a brief overview of the existing literature on transfer partnerships.
High-Performing Transfer Partnerships and Promising Practices. Data Note 4. Transfer Partnerships Series
Author: Wetzstein, Lia
Date: 2018-06-00
Type: Reports - Research
Subjects: Partnerships in Education,Community Colleges,Colleges,Institutional Cooperation,College Transfer Students,Academic Persistence,Graduation Rate,Minority Group Students,College Students,Program Effectiveness,Articulation (Education),Shared Resources and Services,Academic Advising,Bachelors Degrees,College Admission,Dual Enrollment

Our High-Performing Transfer Partnerships (HPTP) study uses quantitative data to find institutional pairs of community colleges and baccalaureate-granting institutions (BGI) within states that have better than average results on bachelor's completion and/or retention for all students and students of color. Once these pairs are identified, our research team visits the community colleges and baccalaureate-granting institutions to gather qualitative data to identify practices that may contribute to these positive student outcomes. Our analysis is continuing and already we are learning that pairs of institutions are shifting from seeing themselves as operating singularly and separately, in the ways they enroll and serve students, to seeing themselves as &quot;sister&quot; institutions that work toward a common goal of supporting their shared students to attain a baccalaureate degree. This brief summarizes promising practices that our data show support and maintain partnerships that have positive outcomes for students, including underserved student populations. (For more explanation of the High-Performing Transfer Partnership (HPTP) study, Yeh, 2018, Data Note 1 [see ED608148].) [For Data Note 3, see ED608151.]
Including Racial Equity as an Outcome Measure in Transfer Research. Data Note 2. Transfer Partnerships Series
Author: Meza, Elizabeth Apple
Date: 2018-02-00
Type: Reports - Research
Subjects: Equal Education,Racial Bias,Minority Group Students,College Transfer Students,Two Year College Students,Racial Differences,Ethnicity,Age Differences,Socioeconomic Status,Remedial Instruction,Predictor Variables,Grade Point Average,Academic Persistence,White Students,Institutional Cooperation

Racial inequity is extensively documented in American education yet thus far research identifying the problem has had little impact on changing institutions and systems. Since Coleman's (1966) seminal report on Equality of Educational Opportunity exposed systematic disparities between the achievement of White students and students of color, the ubiquity of racial disparities in American education that span from preschool enrollment to the attainment of doctoral degrees has been identified but has not resulted in needed change. Recognizing this, we focus our research with a racial equity lens on one of the most critical student transition points in the P-20 pathway -- the transfer of students from community colleges to universities. This Data Note reports on a methodology that we are using to measure the transfer performance of two- and four-year institutions based on the retention and completion of aggregate and disaggregated student groups. [For Data Note 1, see ED608148.]
Initial Research on Multi-Institutional Attendance Patterns and Racial Equity. Data Note 3. Transfer Partnerships Series
Author: Soler, Maria Claudia
Date: 2018-03-00
Type: Reports - Research
Subjects: College Transfer Students,Two Year College Students,Partnerships in Education,Institutional Cooperation,Racial Bias,Equal Education,Student Characteristics,Ethnicity,Racial Differences,College Attendance,Public Colleges,Socioeconomic Status,Remedial Instruction,Minority Group Students,Attendance Patterns,Grade Point Average

Transfer has become increasingly complex as higher education and student demographics change. Shifts in the racial and ethnic composition of the transfer student population are important to understand but challenging to measure because race and ethnicity variables are sometimes missing from national datasets. Research that does not allow for the disaggregation of transfer patterns by race/ethnicity, coupled with a dominant view of transfer as being a vertical pattern from a two-year to a four-year institution only, fails to provide a complete picture of transfer pathways that include alternative patterns. Also, because this research on transfer is so focused on vertical transfer, which we refer to as one-to-one transfer, we have a limited understanding of how students who pursue alternative transfer patterns differ from the traditional vertical transfer students. [For Data Note 2, see ED608150.]
State Policy and Its Impact on Collaboration to Promote Transfer in Minnesota. Data Note 5. Transfer Partnerships Series
Author: Yeh, Theresa Ling
Date: 2018-08-00
Type: Reports - Research
Subjects: State Policy,Transfer Policy,Institutional Cooperation,Partnerships in Education,Community Colleges,Public Colleges,State Universities,Bachelors Degrees,Outcomes of Education,College Faculty,College Transfer Students,Barriers

Education policy has increasingly utilized collaboration as a critical mechanism for improving educational outcomes by encouraging alignment along the K-16 pipeline, making transfer processes more efficient and cost-effective, and striving to align education credentials with workforce demands. However, there is extensive variation in the degree to which policies promote or inhibit collaboration between colleges and universities. In this Data Note, we present a case in which state level higher education policy has evolved over time to increasingly encourage colleges and universities to work together to improve transfer outcomes. [For Data Note 4, see ED608149.]
Recognizing Variation: A Typology of Transfer Partnerships. Data Note 6. Transfer Partnerships Series
Author: Yeh, Theresa Ling
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Two Year College Students,Partnerships in Education,Institutional Cooperation,Educational Policy,Attendance Patterns,Cooperative Planning,Educational Practices

In recent years, increasing attention has been directed toward partnerships between community colleges and four-year universities that focus on improving transfer outcomes. A number of studies have identified important components of these collaborative efforts, yet a clear definition of transfer partnerships remains elusive. This Data Note draws upon qualitative findings from the High-Performing Transfer Partnerships (HPTP) study to describe the variety of transfer partnerships that exist, and examines them through the lens of an organizational model of collaboration. [For Data Note 5, see ED608152. For more information about the HPTP study, see Data Note 1 (ED608148).]
Exploring Characteristics of Students Who Demonstrate Multi-Institutional Attendance Patterns (MIAP) in Two States. Data Note 7. Transfer Partnerships Series
Author: Soler, Maria Claudia
Date: 2018-12-00
Type: Reports - Research
Subjects: College Transfer Students,Two Year College Students,Partnerships in Education,Institutional Cooperation,Racial Bias,Equal Education,Student Characteristics,Incidence,State Policy,Ethnicity,Racial Differences,College Attendance,Educational Policy,Public Colleges,Socioeconomic Status,Remedial Instruction,White Students,Minority Group Students,Attendance Patterns

This data note extends research reported in Data Note 3 [see ED608151] on &quot;Initial Research on Multi-Institutional Attendance Patterns (MIAP) and Racial Equity&quot; from a series of briefs that draws on the High-Performing Transfer Partnerships (HPTP) study conducted by the CCRI research team at the University of Washington and on research associated with the Credit When It's Due (CWID) initiative (Taylor, Kauppila, Cortez-Lopez, Soler, Bishop, Meza, McCambly &amp; Bragg, 2017). In this data note, we use MIAP as a unifying descriptor to capture transfer patterns other than the traditional vertical transfer pattern from community college to university. In particular, this research allows us to study the transfer patterns of students earn credits at two or more community colleges before transferring to a receiving baccalaureate institution. Focusing on this student population is important because these students may represent a large share of the transfer population in some states and may systematically differ from students who follow traditional vertical transfer patterns and are most fully represented in the literature. [For Data Note 6, see ED608153. For more information on the HPTP study, see Data Note 1 (ED608148).]
Supporting School Improvement: Early Findings from a Reexamination of the &quot;5Essentials&quot; Survey. Executive Summary
Author: Hart, Holly
Date: 2020-08-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Improvement,School Districts,Surveys,Predictive Validity,Reading Tests,Mathematics Tests,Scores,Elementary School Students,High School Students,Accountability,Grade Point Average,Attendance,Enrollment

The &quot;5Essentials Survey&quot; is one of the few validated instruments to measure school climate. Schools that are strong in at least three of the five essential supports are up to 10 times more likely to experience substantial gains in students' math and reading scores. More than 6,000 schools nationwide have administered the &quot;5Essentials Survey.&quot; Due to changes in education, including an increased emphasis on accountability policy and the role of the &quot;5Essentials&quot; data in accountability, it is time to re-examine the validity of the &quot;5Essentials&quot; in predicting school improvement and student outcomes. This study adds an important additional outcome for elementary schools--students' GPAs--and, even more importantly, also assesses the validity of the &quot;5Essentials Survey&quot; in high schools. The high school analyses encompass a range of outcomes: test scores, attendance, GPAs, Freshman OnTrack rates, and college enrollment. This executive summary provides an overview and key findings from the full report. [For &quot;Supporting School Improvement: Early Findings from a Reexamination of the &quot;5Essentials&quot; Survey. Research Report,&quot; see ED608120.]
Integrating Racial Equity into Guided Pathways
Author: Bragg, Debra D.
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: Equal Education,Racial Bias,Educational Change,Community Colleges,College Role,Student Diversity,Success,Curriculum,Academic Support Services,Academic Persistence,Coaching (Performance),Graduation,College Transfer Students,Inclusion,Social Justice,Student Characteristics,Cultural Awareness,Cultural Relevance

The guided pathways model focuses on four pillars to improve student success: clarifying curricular pathways, getting students on the path, keeping students on the path, and making sure that learning is happening (Bailey, Jaggars, and Jenkins 2015). Many Student Success Centers (SSC) are employing coaching programs to help spread the impact of this model throughout the country. By preparing coaches to assist colleges in implementing reform that is intentionally focused on closing equity gaps, the opportunity to improve student retention, completion, and transfer may be greatly enhanced. This brief argues for the need to focus on racial equity in guided pathways work, to close racial equity gaps and increase the impact of the reform effort. It also discusses the unique position of community colleges to take on racial equity as it relates to their diverse composition and overall mission. The brief concludes with guiding questions for coaches or colleges around the four pillars of guided pathways as a tool for their equity work. [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]
The Evolving Landscape for New Baccalaureate Degrees in the United States. Data Note 1. New Baccalaureate Series
Author: Bragg, Debra D.
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Community Colleges,Equal Education,Academic Degrees,Bachelors Degrees,Educational Policy,Evidence Based Practice,Program Descriptions,College Credits,Accreditation (Institutions),Educational Quality

This first Data Note on the &quot;Scaling Community College Baccalaureate Degrees: The Equity Imperative&quot; research project provides baseline information on relatively new forms of baccalaureate degrees, Applied Baccalaureate (AB) and Community College Baccalaureate (CCB), the reasons colleges adopt these degrees, and the concerns identified by various stakeholders for expanding these degrees to more states and postsecondary institutions. Plans for the two-year project that our CCRI group is engaging in with the Center on Education and Skills at New America (CESNA) on research and dissemination are discussed.
TEOG (TEPSE) English Test: Content Validity and Teachers&apos; Views
Author: Uzun, Aysenur
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,English (Second Language),Content Validity,Grade 8,Textbooks,Alignment (Education),Test Items,Course Descriptions,Language Teachers,Teacher Attitudes

One of the most important dynamics of the educational setting all over the world is examinations, and some of those are English tests. In Turkey, English tests for the students preparing for the high schools were included in the national exams with the Level Determination Exam (SBS) in 2008 for the first time, and Transition Examination from Primary to Secondary Education (TEPSE) replaced them in 2013. The effects of these exams have been investigated; however, to the best knowledge of the author, other principles of language assessment such as validity and reliability have not been investigated based on the analysis of documents. This study, therefore, aimed to investigate content validity of the English tests in TEPSE, which were conducted between 2016 and 2017. Data collection procedure included the analyses of TEPSE English tests, the coursebook, the curriculum of 8th grade and semi-structured interviews held with 21 English language teachers. The analyses of the frequently used items in the coursebook and table of specifications were used to examine the content validity. The results revealed that despite some factors, TEPSE English tests between 2016 and 2017 have content validity based on the alignment between the coursebook and TEPSE English tests.
Washington Bachelor&apos;s of Applied Science Graduate Employment and Earnings Outcomes. Data Note 7. New Baccalaureate Series
Author: Meza, Elizabeth Apple
Date: 2020-06-00
Type: Reports - Research
Subjects: Bachelors Degrees,Employment Level,Wages,College Graduates,Gender Differences,Racial Differences,Ethnicity,Intellectual Disciplines,Occupations,Business,Computer Science,Information Science,Allied Health Occupations,Visual Arts,Theater Arts,Outcomes of Education,Community Colleges

This study examines the employment and earnings of Washington Bachelor's of Applied Science (BAS) graduates in business, computer and information sciences, healthcare, and visual and performing arts. Complimenting research by Kaikkonen (2020), we report results of two studies that find high employment match rates and increasing annualized earnings over time for BAS graduates of all four programs. Healthcare graduates receive the highest and most consistently lucrative wages. However, disaggregation of earnings for BAS graduates by gender and race reveals mixed results. Female BAS graduates lag behind male BAS graduates on annualized earnings, often by large margins. The one exception is computer and information sciences where female BAS graduates close the earnings gap and surpass their male counterparts one year after graduation. With respect to race, we find white students tend to garner higher earnings than racially minoritized groups, but there are exceptions. Latinx and Native American/Alaska Native business graduates have comparable annualized earnings to White and Asian groups, and African American BAS healthcare graduates start out with the lowest annualized earnings of any group but exceed Whites at three years post-graduation ($74,600 for African Americans compared to $72,000 for Whites) and significantly narrow the wage gap with Asians who earn $77,600. As more BAS students graduate and enter the workforce it is important to continue to track employment and earnings to gain an even fuller and more nuanced understanding of these critical outcomes by student demographics. [For Data Note 6, see ED608175.]
Prospects for Scaling Community College Baccalaureates in Six Great Lakes States. Data Note 9. New Baccalaureate Series
Author: Harmon, Tim
Date: 2020-07-00
Type: Reports - Research
Subjects: Community Colleges,Bachelors Degrees,Access to Education,Outcomes of Education,Administrator Attitudes,Higher Education,Labor Force Development,State Policy,Educational Policy,Supply and Demand,Occupations,Business,Computer Software,Early Childhood Education,Nursing,Enrollment Trends,Graduation Rate,Wages

As part of our research on the community college baccalaureate (CCB), we studied the prospects of adopting and scaling CCB degrees in Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. Higher education leaders in these six Great Lakes states recognized the potential for CCB degrees to increase academic, geographic and financial access to higher education but concerns about mission creep, program duplication, and competition with universities within their states were on their minds. All leaders thought a more in-depth approach to analyzing labor force demand for CCB degree graduates would be helpful. In response, we used federal and state datasets to estimate job vacancies and annual degree conferral and found openings in business, software development, early childhood education, and registered nursing that may hold promise for CCB degrees in one or more Great Lakes states. [For Data Note 8, see ED608176.]
Teaching Conversational Skills to a Group of Seven Individuals with a Severe or Moderate Intellectual Disability or Autism Spectrum Disorder: An Intervention Program
Author: Lappa, Christina
Date: 2019-00-00
Type: Journal Articles
Subjects: Severe Intellectual Disability,Moderate Intellectual Disability,Autism,Pervasive Developmental Disorders,Interpersonal Communication,Communication Skills,Residential Programs,Interpersonal Competence,Program Effectiveness,Training,Foreign Countries,Group Discussion,Intervention,Adults

Few studies have been conducted in Greece focusing on the education of conversational skills of individuals with developmental disabilities. The aim of this qualitative research was to educate seven individuals with developmental disabilities, who are living in an intensive treatment residential facility, in social exchanges and particularly in conversational skills. The participants were formed into a group and were given images to discuss among themselves using questions and answers. The results of the study showed that all participants who started from a zero level gained the ability to participate in conversation according to their potential. The training content and the structure provided for this intervention increased the number of exchanges and afforded the opportunity and the means to socialize. In conclusion, as a result of this intervention, it turns out that people with developmental disabilities clearly demonstrated that they are able to learn conversational skills in a group setting.