ethanporcaro/eric-fulltext-meta huggingface dataset:
The Annual Condition of Iowa&apos;s Community Colleges, 2021
Author: Jepsen, Alison
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Admission,Enrollment,Academic Achievement,Paying for College,Student Characteristics,Graduation Rate,Costs,Tuition,Fees,Student Financial Aid,Vocational Education,Work Experience Programs,Adult Education,Dual Enrollment,Correctional Education,Accountability,Transfer Rates (College),State Programs,Federal Programs,Human Resources,Educational Finance,Governance,Labor Force Development,College Readiness,Career Readiness,Literacy Education,Developmental Studies Programs,Noncredit Courses,College Transfer Students,Economic Development,Apprenticeships,Partnerships in Education,Community Involvement,Gender Differences,Ethnicity,Socioeconomic Status

Since 1998, the Iowa Department of Education's Division of Community Colleges and Workforce Preparation (division) has compiled and published &quot;The Annual Condition of Iowa's Community Colleges,&quot; commonly known as the &quot;Condition Report.&quot; The intent of this report is to provide clear, objective data about Iowa's community colleges for policymakers, governing bodies and other community college stakeholders. This year's &quot;Condition Report&quot; contains seven sections designed to tell a cohesive story about the programs and services offered by Iowa's 15 community colleges. These sections focus on the following broad themes: (1) The Evolution of Iowa's Community Colleges; (2) Programs that Meet Student and Workforce Needs; (3) College Admission and Enrollment; (4) Student Success and Institutional Performance; (5) College Costs and Affordability; (6) Programs that Serve Local Communities; and (7) Systems and Infrastructure. In addition, the report contains an executive summary that provides a snapshot of the data highlights, stories and pictures to highlight student successes and a conclusion to summarize the year in review. [The following were contributing authors to this report: Vladimir Bassis, Katy Blatnick-Gagne, Jane Bradley, Joe Collins, Kelly Friesleben, Lisa Gard, Alison Jepsen, Dennis Harden, Alex Harris, Dan Li, Paula Nissen, Jen Rathje, Chris Russell, Eric St Clair, Kristy Volesky and Mike Williams. For the 2020 report, see ED611331.]
Place, Self, Community: City as Text™ in the Twenty-First Century. National Collegiate Honors Council Monograph Series
Author: Braid, Berenice, Ed.
Date: 2021-00-00
Type: Books
Subjects: Place Based Education,Experiential Learning,Teacher Role,Authentic Learning,Citizen Participation,Systems Approach,Educational History,Integrated Activities,Learning Activities,Assignments,Foreign Countries,College Faculty,Faculty Development,College Curriculum

&quot;Place, Self, Community: City as Text™ in the Twenty-First Century&quot; focuses on the power of structured explorations (reflective practices ranging from debriefs and discussions to reflective writing and discussions) and on forms of immersion in place. This monograph explores the inherent integrative learning capacity to generate a sense of interconnectedness, of self-in-context, which finds expression in professional practices that endure long after the original experiential adventure is over. It explores the ways that this pedagogical strategy affects professors as well as students, and it examines instances of experiential learning outcomes that illustrate the power of integrative learning to produce social sensitivity and engagement, especially when that integrating includes unscripted, raw experience in the service of making sense of complex settings. An emphasis on developing antennae for context and lens distinguishes this approach to learning. Contributors include individuals whose professional lives track in some way back to foundational experiences that illustrate linkages between early immersion and later social engagement. Authors represent social sciences, humanities, and science backgrounds and applications. They include the voices of alumni of National Collegiate Honors Council's (NCHC's) Honors Semesters, professionals who have used this approach in diverse settings, and commentators on both process and practice.
Factsheet. What Are Teacher Residency Programs?
Author: Regional Educational Laboratory Mid-Atlantic (ED/IES)
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Teacher Education Programs,On the Job Training,Alternative Teacher Certification,Outcomes of Education,Teacher Recruitment,Alignment (Education),Coaching (Performance),Feedback (Response),Improvement,Student Evaluation

As of September 2016, at least 50 teacher residency programs (TRPs) were training teachers in the United States. Modeled on medical residencies, TRPs combine coursework in education with extensive on-the-job training. They are designed to develop teachers for specific school districts or charter networks and typically pair a district with an institution of higher learning and/or a nonprofit partner. This fact sheet provides information on: (1) typical features of TRPs; (2) outcomes of TRPs; and (3) features of high-performing TRPs.
Equity Alert: Time to Close the Loopholes in Remedial Education at Community Colleges
Author: Education Trust-West
Date: 2022-02-16
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Remedial Instruction,Student Placement,Equal Education,State Legislation,Government Role,College English,College Mathematics,College Role,Student Diversity,African American Students,Hispanic American Students

For decades, remediation has kept predominantly Black and Latinx students in a detrimental cycle of spending tuition on coursework that does not count as a credit toward transferring or earning degrees. California Assembly Bill 705 was designed to tackle the inequitable challenges of remedial education at California's Community Colleges. However, several loopholes in the legislation allow colleges to engage in harmful placement and assessment practices. In the Education Trust-West's latest equity alert, we tackle the three most significant loopholes in AB 705 and emphasize why the state needs to close them to reimagine access to transfer-level courses radically. The report explores the following loopholes derailing student success: (1) The Placement Loophole; (2) The Maximize Success Loophole; and (3) The Corequisites Loophole. In addition, Education Trust-West's Equity Alert offers recommendations for how California can entirely eliminate remedial English and math courses. Ultimately, direct placement in English and math transfer-level courses, scaling high-impact corequisites that support student success in transfer-level courses, and other recommendations in the Alert will help more students come closer to achieving their academic dreams.
An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers
Author: Valleau, Matthew James
Date: 2018-12-00
Type: Journal Articles
Subjects: Eye Movements,Receptive Language,Verbs,Correlation,Expressive Language,Scores,Language Skills,Measures (Individuals),Toddlers,Video Technology,Vocabulary Skills,Parent Attitudes,Prediction,Nouns,Measurement Techniques,Language Acquisition

Purpose: We examined receptive verb knowledge in 22- to 24-month-old toddlers with a dynamic video eye-tracking test. The primary goal of the study was to examine the utility of eye-gaze measures that are commonly used to study noun knowledge for studying verb knowledge. Method: Forty typically developing toddlers participated. They viewed 2 videos side by side (e.g., girl clapping, same girl stretching) and were asked to find one of them (e.g., &quot;Where is she clapping?&quot;). Their eye-gaze, recorded by a Tobii T60XL eye-tracking system, was analyzed as a measure of their knowledge of the verb meanings. Noun trials were included as controls. We examined correlations between eye-gaze measures and score on the MacArthur-Bates Communicative Development Inventories (CDI; Fenson et al., 1994), a standard parent report measure of expressive vocabulary to see how well various eye-gaze measures predicted CDI score. Results: A common measure of knowledge--a 15% increase in looking time to the target video from a baseline phase to the test phase--did correlate with CDI score but operationalized differently for verbs than for nouns. A 2nd common measure, latency of 1st look to the target, correlated with CDI score for nouns, as in previous work, but did not for verbs. A 3rd measure, fixation density, correlated for both nouns and verbs, although the correlation went in different directions. Conclusions: The dynamic nature of videos depicting verb knowledge results in differences in eye-gaze as compared to static images depicting nouns. An eye-tracking assessment of verb knowledge is worthwhile to develop. However, the particular dependent measures used may be different than those used for static images and nouns. [This article was published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1199778).]
Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences
Author: Golinkoff, Roberta Michnick
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Development,Vocabulary Development,Linguistic Input,Low Income,Language Acquisition,Speech Communication,Academic Achievement,Language Role,Parent Child Relationship,Risk,Advantaged,Family Environment,Correlation,Comparative Analysis,Peer Groups

Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning--quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes. [This article was published in &quot;Child Development&quot; (EJ1213901).]
Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery
Author: Granger, Kristen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Evidence Based Practice,Preschool Education,Preschool Teachers,Intervention,Web Based Instruction,Delivery Systems,Feedback (Response),Faculty Development,Behavior Problems,Positive Behavior Supports,Usability,Feasibility Studies

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed. [This article was published in &quot;Journal of Educational Technology Systems&quot; (EJ1304247).]
Preliminary Study of the Effects of BEST in CLASS--Web on Young Children&apos;s Social-Emotional and Behavioral Outcomes
Author: Conroy, Maureen A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Faculty Development,Student Behavior,Behavior Problems,Program Effectiveness,Behavior Modification,Teacher Student Relationship,Interpersonal Competence,Learner Engagement,Intervention,Web Based Instruction,Conventional Instruction,Social Emotional Learning,Preschool Teachers,Preschool Children,Disadvantaged Youth,Rating Scales,Measures (Individuals)

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS--Web, a web-based professional development intervention supporting teachers' use of effective practices for ameliorating young children's challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3-5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS--Web and BEST in CLASS in reductions of children's problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed. [This is the online version of an article published in &quot;Journal of Early Intervention.&quot; For the final published version of this article, see EJ1327318.]
Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students with Disabilities in Inclusive, General Education Classrooms
Author: Shogren, Karrie A.
Date: 2021-09-00
Type: Reports - Research
Subjects: Self Determination,Minority Group Students,Racial Differences,Ethnicity,Students with Disabilities,Intellectual Disability,Developmental Disabilities,Inclusion,High School Students,High School Teachers,Regular and Special Education Relationship,Faculty Development,Predictor Variables,Intervention

Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills is critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed. [This paper was published in &quot;Inclusion&quot; v9 n3 p189-205 Sep 2021.]
Contract Cheating in Canada: Exploring Legislative Options
Author: Adlington, Alicia
Date: 2021-10-00
Type: Reports - Research
Subjects: Cheating,Contracts,Federal Legislation,Legal Problems,Trend Analysis,Integrity,Ethics,Cross Cultural Studies,Foreign Countries,Prevention,Higher Education,Business,Quality Assurance,Role,Academic Degrees,Laws

Purpose: The purpose of this report is to provide background information to develop deeper awareness about contract cheating in Canada and generate conversations about possible legislative approaches to address this growing problem. Methods: A qualitative legal analysis of legislation from the UK, Ireland, New Zealand, Australia, and US (17 states) was conducted. In addition, a synthesis of current research relating to legal aspects of contract cheating is provided. Results: There is inconsistency in how various jurisdictions have approached legislation intended to address contract cheating. Although some legislation was enacted in several US states in the 1970s, there has been increased activity in recent years to pass legislation in Australia, New Zealand, Ireland, and most recently, the UK. A failed attempt in Ontario, Canada to enact legislation in 1972 is also discussed. Implications: Legislation against contract cheating may have limitations, but is nevertheless a useful way to combat commercial academic cheating enterprises that compromise the integrity of credentials awarded by institutions. Recommendations for institutions, scholars, and policy makers are offered.
Knocking at the College Door: An Analysis of Public High School Graduates and COVID-19. WICHE Insights
Author: Bransberger, Peace
Date: 2021-07-00
Type: Reports - Research
Subjects: Public Schools,High School Graduates,Enrollment Projections,Enrollment Trends,COVID-19,Pandemics,School Holding Power,Educational Trends,Trend Analysis,Graduation Rate,Racial Differences

In December 2020, the Western Interstate Commission for Higher Education released projections for future high school graduating classes in its 10th edition of &quot;Knocking at the College Door&quot; [ED610996]. At the time, it was unknown whether or not the projections based on pre-pandemic data would match the reality to come. This report attempts to address that question through an analysis of public high school enrollment and graduate data for the past two years.
Tuition &amp; Fees in Public Higher Education in the West, 2020-21. Detailed Data Tables
Author: Western Interstate Commission for Higher Education (WICHE), Policy Analysis and Research Unit
Date: 2020-11-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Tuition,Fees,Educational Finance,Public Colleges,Undergraduate Students,Enrollment Trends,In State Students,Out of State Students,Graduate Students,Full Time Equivalency,Research Universities,Institutional Characteristics,Two Year Colleges

This report provides comprehensive data about the tuition and fees prices published by public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) region for 2020-21, including changes in tuition and fee rates over the past one-, five-, and 10-year periods. Key takeaways from this year's report include: (1) Average resident undergraduate tuition and fees at public four-year institutions are $9,876 in 2020-21, an increase of 1.2 percent compared to the year prior; (2) Average in-district tuition and fees at public two-year institutions (excluding California) are $4,057 in 2020-21, an increase of 0.8 percent from 2019-20; (3) The average increase in tuition and fees in both sectors was the lowest reported annual change over the past decade; and (4) The impacts of COVID-19 on tuition and fees rates appeared to be minimal for 2020-21, with potentially more significant impacts coming in 2021-22. [For the 2019-20 report, see ED603282.]
Developing Vocabulary in Game Activities and Game Materials
Author: Akdogan, Esra
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Instruction,English (Second Language),Games,Memorization,Learning Strategies,Learning Activities,Foreign Countries,Teaching Methods

The main aim of this study is specifically designed to find out how to develop game materials and hopefully come out with results providing insight to the question How can we easily memorize vocabulary items and how can we promote effective ways to learn English vocabulary in a relaxed manner. The findings suggest that the use of games in foreign language learning may benefit the process in many aspects such as memory of vocabulary. The results proved that the occurrence of memorize is improved with games, and therefore may be a more efficient way to encourage language acquisition. Keywords: Vocabulary, English language, Game activities.
Investigation of the Organizational Justice, Perceived Organizational Support and Organizational Cynicism Perceptions of Academicians
Author: Yalçin, Sinan
Date: 2021-00-00
Type: Journal Articles
Subjects: Justice,Organizational Climate,College Faculty,Teacher Attitudes,Measures (Individuals),Psychological Patterns,Correlation,Predictor Variables,Foreign Countries,Universities,Teacher Administrator Relationship

This research, which aimed to investigate the relationship between organizational justice, perceived organizational support and organizational cynicism perceptions of academicians, was designed with the correlational survey model in the quantitative research pattern. The data of the research were collected with the organizational justice, perceived organizational support and organizational cynicism scales. The research was carried out with 132 academicians who were in-service in the Erzincan Binali Yildirim University located in the Eastern Anatolia Region of Turkey in 2019. The data of the research were analysed using the frequency, frequency, arithmetic mean, correlation and regression analysis. At the end of the research, it was found that the organizational justice, perceived organizational support of the academicians were at a high level, their organizational cynicism perceptions were at a low level. According to another result reached, there was a negative significant relationship between organizational justice, perceived organizational support perceptions and organizational cynicism perceptions of the academicians. At the end of the regression analysis, it was found that the academicians' organizational justice and perceived organizational support perceptions were a significant predictor of organizational cynicism.
Teaching Scientific English to Medical Students at University: The Assessment of Speaking and Writing Skills
Author: Giordano, Giuseppe
Date: 2021-11-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,English for Academic Purposes,Science Instruction,Language Teachers,Language Skills,Oral Language,Written Language,Medical Students,Physicians,Foreign Countries

Scientific English is a section of academic English which refers to the study of scientific subjects like biology and chemistry rather than humanistic subjects such as history and literature. The teaching of Scientific English can be a demanding task for language teachers since it concerns not only the common instruction of linguistic aspects of the language but also imparting the knowledge of a specific scientific topic. The aim of this paper is to discuss a personal experience about the teaching of Scientific English in an Italian academic context and the assessment of productive skills, writing and speaking. The discussion concerns the activities that are suggested to the students to improve their abilities to speak and write in English at an academic level. The learners' task was basically to prepare an oral presentation and to write an abstract on a topic of their interest. The stimulation of personal interest was essential to increase motivation and participation to the activities since this training may undoubtedly have a practical use in academic and professional contexts. Specifically, the learners consisted of a group of medical students attending a post-graduate school whereas the teacher was an English instructor with a long experience of language teaching at university as well as a medical doctor, thus assuming the double role of linguistic and science expert. In the end, the learning experience was positive, stimulating, and constructive for the improvement of both language productive skills.