ethanporcaro/eric-fulltext-meta huggingface dataset:
Up-Skilling through E-Collaboration
Author: Huc-Hepher, Saskia
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Skill Development,College Students,Intercollegiate Cooperation,Electronic Learning,Videoconferencing,Computer Mediated Communication,French,English,Cooperative Learning,Employment Potential,Job Skills,Expertise,Electronic Publishing,Portfolios (Background Materials),Second Language Learning,Task Analysis,Transfer of Training,Translation,Interpersonal Competence,Synchronous Communication,Asynchronous Communication,Learning Activities,Writing (Composition),Journalism Education,Case Studies,Cultural Awareness,Student Centered Learning,Interdisciplinary Approach,Simulation

This paper presents an e-collaboration project involving real-time videoconferencing exchanges between students from the University of Westminster and the Université Catholique de Lille. Students drew on diverse resources, including written quantitative data and first-hand qualitative data in French/English to complete weekly tasks. Follow-up work was an integral component of the co-project, taking the form of a series of adaptations in French/English based on the source materials studied and the knowledge of the intercultural issues explored collaboratively. These adaptations, which ensured the development of wider employability expertise, ranged from professional reports to newspaper articles, and from conference papers to information leaflets. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Spanish for Business: A Journey into Employability
Author: Lallana, Amparo
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Spanish,Employment Qualifications,Business Administration Education,Second Language Learning,Job Skills,Skill Development,Foreign Countries,College Students,Study Abroad,Language Skills

As language lecturers, we believe that we equip our graduates with a range of key skills that give them an edge in the employment market. But, query final year students of a Business and Languages degree on the value of language learning for employability, and they are likely to mention a small number of functional abilities such as CV writing and interview skills. This perception gap inspired us to critically assess how employability is embedded in our language modules. We started by identifying the most sought after skills amongst employers and then explored with the team how these skills are integrated and developed through tasks and assessments. Finally, matching skills and tasks, we visually modelled the process by which students acquire more complex skills as they become increasingly competent in the Target Language (TL). A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
The Age of the Monolingual Has Passed: Multilingualism Is the New Normal
Author: Holmes, Bernardette
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Monolingualism,Second Language Learning,English (Second Language),Official Languages,Language Usage,Information Technology,Employment Potential,Problem Solving,Multilingualism,Communication Skills,International Trade

In a world where one in four people speaks English and the other three out of four are likely to be learning English, it would be disingenuous to suggest that speaking English as the global language is anything other than a significant asset now and for the future. Technology makes it possible and pragmatic to choose a global language, and there are significant advantages in the use of English as the lingua franca to the knowledge economy, global research, international diplomacy and business. Yet, to the generation of young people who can be described as &quot;born global&quot;, living in a hyper-connected, diverse and mobile society, speaking only one language can never be regarded as enough. To achieve personal, academic and professional goals to a global standard will require a global mind-set, an international outlook and cultural agility. These attributes are more likely to be fostered in a person who has stepped beyond the confines of the first language; the person who can see the world through another lens; the person who can read the world's history in its original languages; the person who can mediate between cultures; the person who can successfully connect to another culture using another language. English as the lingua franca will take you so far along the way, but the journey continues through other languages. The recruits of the future will require hybrid skill sets. They will need sector specific knowledge, international experience and a range of transversal employability skills such strategic leadership skills, problem-solving, global client management skills and commercial awareness. All of these skills are associated with human relations and these are developed through global communication skills in a range of languages. The age of the indulged monolingual has passed. Multilingualism is the new normal. A short list of notes is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Career Adventures from Learning Languages
Author: Kaye, Paul
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Multilingualism,Career Awareness,Foreign Countries,Government Employees,Translation,Personal Narratives,Second Languages

Learning and using languages has been a central feature of most of Paul Kaye's working life. In his current job, he helps to promote multilingualism, language learning, and the language industry in the UK, as well as to raise awareness of careers in the EU civil service for those with language knowledge. He is on temporary secondment from the European Commission's translation service, where he worked as a translator for five years. He is steeped in language talk every day, but even in earlier career phases, where languages were not the primary focus, knowing them has always given him an advantage and has been essential in making the next career move. Here, Kay shares the personal journey that languages haven taken him on throughout his career, and describes the many ways language knowledge has multiplied work opportunities for him. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Opening Doors to Teaching: Understanding the Profession
Author: Langner, Jonas
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Undergraduate Students,Second Language Instruction,Teaching (Occupation),Theory Practice Relationship,Occupational Aspiration,Career Choice,Experiential Learning,Modern Languages,Academic Degrees

Teaching, together with translating, is probably one of the employment options most closely associated with a Modern Foreign Languages degree, or at least one where the language skills acquired are an intrinsic part of the profession in question. Yet, British undergraduate language degree programmes do not systematically offer students opportunities to facilitate the transition to postgraduate study and a teaching career. With the unit described in this chapter, the authors have set out to attempt to bridge this gap by providing a balance of theoretical and practical knowledge aimed at those students wanting to pursue a teaching profession, so that they can make informed decisions about their future in the employment market. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions?
Author: Troia, Gary A.
Date: 2015-12-00
Type: Journal Articles
Subjects: Academic Standards,Writing Instruction,Evidence Based Practice,Common Core State Standards,Professional Development,Elementary Secondary Education,Coding,Meta Analysis,Literature Reviews

Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core State Standards (CCSS) for writing and language to determine to what degree EBPs were signposted, variability of this signposting, and the overlap of practices signposted in states' standards and the CCSS. We found a few practices signposted fairly consistently (e.g., isolated components of writing process instruction) and others rarely so (e.g., use of text models), as well as great variability across standards, with some covering almost half of the EBPs and others far fewer. Only a few states' writing standards overlapped considerably with the CCSS. We discuss the implications of these findings for teacher professional development and for evaluating standards. [This article was published in &quot;Elementary School Journal,&quot; v116 n2 p291-321 Dec 2015 (EJ1084264).]
Instructional Staff Salary and Benefits Spending: 1991-2011. Data Point. NCES 2016-156
Author: Malkus, Nat
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Salaries,Public Schools,Expenditures,Teacher Aides,Teachers,Educational Finance,Fringe Benefits,Compensation (Remuneration),School Personnel,Elementary Secondary Education

This report uses expenditure data from the Common Core of Data (CCD) &quot;National Public Education Financial Survey (NPEFS)&quot; for fiscal years 1991 to 2011 and instructional staff data from the CCD &quot;State Nonfiscal Survey of Public Elementary/Secondary Education&quot; for school years 1990-91 to 2010-11. The CCD annually collects fiscal and non-fiscal data from state education agency officials about all public schools, public school districts, and state education agencies in the United States. This study includes information about expenditures on elementary and secondary education, expenditures on instructional staff salaries, and instructional staff benefits. In this report, instructional staff members include full- and part-time teachers and instructional aides. This brief report answers the following questions: (1) How has instructional staff salary and benefits spending changed from 1991 to 2011?; and (2) How has average total compensation for instructional staff changed from 1991 to 2011? The following figures of mathematical data are included: (1) Total current, instructional staff benefits, and instructional staff salary expenditures for public elementary and secondary education: 1991-2011; and (2) Average total compensation, salary, and benefits per instructional staff member in public schools: 1991-2011. Separate data tables on salary and benefits are presented at http://nces.ed.gov/pubs2016/2016156_1.pdf.
Investing in Schools: Capital Spending, Facility Conditions, and Student Achievement
Author: Martorell, Paco
Date: 2016-08-00
Type: Journal Articles
Subjects: Public Support,Investment,Financial Support,Public Schools,Physical Environment,Academic Achievement,Educational Finance,Bond Issues,School Districts,Comparative Analysis,Educational Facilities Improvement,School Buildings,Regression (Statistics),Cost Effectiveness,Effect Size,Elementary Secondary Education

Public investments in repairs, modernization, and construction of schools cost billions. However, little is known about the nature of school facility investments, whether it actually changes the physical condition of public schools, and the subsequent causal impacts on student achievement. We study the achievement effects of nearly 1,400 capital campaigns initiated and financed by local school districts, comparing districts where school capital bonds were either narrowly approved or defeated by district voters. Overall, we find little evidence that these school capital campaigns improve student achievement. Event-study analysis focused on the students actually affected by large campus renovations also generates very precise zero estimates of achievement effects. Thus, U.S. school capital campaigns financed by local districts--the predominant method through which facility investments are made--may be a limited tool for realizing substantial gains in student achievement or closing achievement gaps. [This article was published in &quot;Journal of Public Economics,&quot; v140 p13-29 Aug 2016.]
Teacher Job Satisfaction. Data Point. NCES 2016-131
Author: Sparks, Dinah
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,Job Satisfaction,Teachers,Elementary Secondary Education,Differences,Teacher Administrator Relationship,National Surveys

This report uses teacher responses to the Schools and Staffing Survey (SASS) public and private school teacher questionnaires from the 2003-04, 2007-08, and 2011-12 school years. SASS is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education in the United States. The SASS system covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. This Data Point includes information about teacher job satisfaction. Teachers reported their agreement with the statement: &quot;I am generally satisfied with being a teacher at this school.&quot; In this Data Point, &quot;Satisfied&quot; teachers are those who responded &quot;strongly agree&quot; or &quot;somewhat agree.&quot; &quot;Dissatisfied&quot; teachers are those who responded &quot;somewhat disagree&quot; or &quot;strongly disagree.&quot; This brief report answers the questions: (1) In the 2003-04, 2007-08, and 2011-12 school years, what percentage of teachers reported that they were satisfied with their jobs, and how did satisfaction vary between teachers in public and private schools?; and (2) In public and private schools, how did teacher job satisfaction vary by teachers' perceptions of administrative support in the 2011-12 school year? The following figures of mathematical data are included: (1) Percent of teachers reporting they were satisfied in their jobs: School years 2003-04, 2007-08, and 2011-12; and (2) Percent of satisfied teachers, by their perceptions of administrative support: School year 2011-12. Separate data tables on teacher job satisfaction are available at: http://nces.ed.gov/pubs2016/2016131_1.pdf.
Preschool Contexts and Teacher Interactions: Relations with School Readiness
Author: Goble, Priscilla
Date: 2016-00-00
Type: Reports - Research
Subjects: Preschool Children,Preschool Education,Educational Environment,School Readiness,Teacher Student Relationship,Preschool Teachers,Mexican Americans,Mexicans,Low Income Students,Context Effect,Skill Development,Academic Achievement,Interpersonal Competence,Vocabulary Development,Mathematics Skills,Outcomes of Education,Predictor Variables,Observation,Experience,Intelligence Tests,Verbal Ability,Vocabulary,Achievement Tests,Path Analysis,Time on Task,Urban Schools,Child Behavior,Rating Scales,Student Adjustment,Questionnaires,Child Development,Student Centered Learning

The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children's time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children's academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher's role during child-managed activities. [This article was published in &quot;Early Education and Development,&quot; v27 n5 p623-641 2016 (EJ1103937).]
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing
Author: Troia, Gary A.
Date: 2013-00-00
Type: Reports - Research
Subjects: Common Core State Standards,Evidence Based Practice,Educational Practices,Writing Instruction,Content Analysis,Academic Standards,Writing Evaluation,Educational Benefits,School Psychologists,Counselor Role,Program Implementation

Although writing plays an important role in the academic, psychosocial, and economic success of individuals, typical writing instruction and assessment in the United States generally does not reflect evidence-based practices. The Common Core State Standards (CCSS) place a great deal of emphasis on written expression and may encourage an increased focus on writing in schools and help to positively shape the practices of educators. In this article, we summarize a theoretically grounded content analysis of the writing and language standards of the CCSS to identify apparent strengths and limitations in the standards. We also note the degree to which the CCSS may support the adoption of evidence-based practices for writing instruction and assessment by teachers based on the content. The CCSS for writing and language appear to be succinct and balanced with respect to the content addressed, but some aspects of writing are not covered well (e.g., spelling) or at all (e.g., motivation). Out of 36 evidence-based writing instruction and assessment practices, the CCSS signal less than half of these in any given grade, suggesting that practitioners will need to consult other resources to acquire knowledge about such practices and how to exploit them to facilitate students' attainment of the standards. Finally, we recommend ways in which school psychologists can function as a valuable resource for teachers and schools in their efforts to deploy evidence-based practices, especially for students who struggle with writing. [This article was published in &quot;School Psychology Review,&quot; v42 n3 p343-357 2013.]
Talk Like a Scientist! Simple &quot;Frames&quot; to Scaffold the Language of Science
Author: Hoffman, Lisa
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Science Teachers,English Language Learners,Teacher Competencies,Second Language Learning,Faculty Development,Science Instruction,Language Usage,Sentences,Grammar,Teaching Methods

This article shares a teaching strategy for science teachers to use when supporting language development among English language learners. Students from other language backgrounds who are learning English need to learn both grade-level academic content and the language necessary to express scientific concepts. However, most science teachers are not trained in strategies to support English language development. This article is designed to be used by teachers and professional development providers to demonstrate one way that language development can be embedded into a science class. Scaffolding language structures through &quot;sentence frames&quot; involves modeling appropriate use of common English sentence structures through the four language domains of speaking, listening, reading, and writing. The article provides examples of science-related sentence frames and step-by-step directions for their use during a science lesson. Modeling sentence frames is an effective way to demonstrate appropriate English sentence construction in a context-embedded setting without requiring explicit discussion of grammar or grammatical rules. No specialized language training is required to use this strategy successfully, and it may also be used just as easily by teachers in disciplines other than science. Students from intermediate elementary grades through high school and adult education can all benefit from this strategy. Sentences frames can also be helpful for teachers to use with native speakers of other English dialects who are not classified as English language learners. [This document was originally published in Georgia Science Teachers Association eObservations Newsletter November 2013.]
Support for Struggling Students in Algebra: Contributions of Incorrect Worked Examples
Author: Barbieri, Christina
Date: 2016-05-00
Type: Reports - Research
Subjects: Middle School Students,Algebra,Secondary School Mathematics,Randomized Controlled Trials,Problem Solving,Teaching Methods,Mathematics Instruction,Competence,Expectation,Student Participation,Prior Learning,Instructional Effectiveness,Student Attitudes,Pretests Posttests,Knowledge Level,Worksheets,Hypothesis Testing,Statistical Analysis,Error Correction,Error Patterns,Likert Scales,Multiple Regression Analysis

Middle school algebra students (N = 125) randomly assigned within classroom to a Problem-solving control group, a Correct worked examples control group, or an Incorrect worked examples group, completed an experimental classroom study to assess the differential effects of incorrect examples versus the two control groups on students' algebra learning, competence expectancy, and sense of belonging to math class. The study also explored whether prior knowledge impacted the effectiveness of the intervention. A greater sense of belonging and competence expectancy predicted greater learning overall. Students' sense of belonging to math and competence expectancies were high at the start of the study and did not increase as a result of the intervention. A significant interaction between prior knowledge and incorrect worked examples on post-test scores revealed that students with low prior knowledge who struggle with learning math benefit most from reflecting on highlighted errors within an incorrect worked examples intervention. The unique contributions of these findings as well as educational implications are discussed. [This article was published in &quot;Learning and Individual Differences,&quot; v48 p36-44 May 2016.]