ethanporcaro/eric-fulltext-meta huggingface dataset:
School Librarian Staffing Levels and Student Achievement as Represented in 2006-2009 Kansas Annual Yearly Progress Data
Author: Dow, Mirah J.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Personnel Data,Academic Achievement,Public Schools,Statistical Analysis,Reading,Mathematics,Sciences,Writing (Composition),Social Studies,Outcome Measures,Educational Indicators

To address the presence or absence of school librarians in Kansas public schools, a study using analysis of covariance (ANCOVA) was designed to investigate staffing levels for library media specialists (LMSs), the label used for school librarians in licensed-personnel data in Kansas, and student achievement at the school level. Five subject areas (reading, mathematics, science, history/government, and writing) were examined over a four-year period: 2006-2009. The study examined approximately 2.5 million individual assessment results from 1,389 schools. Researchers found that where schools maintained higher and more stable LMS staffing levels, the Annual Yearly Progress (AYP) data revealed higher proficiency rates. Proficiency differences between no-LMS and full-time LMS conditions were small to moderate but critical with respect to meeting AYP targets. Effect sizes were consistent across grade spans and subject areas, and also consistent with those found in other states' impact studies. The researchers recommend future studies including addressing issues of causality with stratified random samples of students using propensity-score match techniques based on logistic regression and creating indices of contribution by weighting the ANCOVA-based proficiency differences. (Contains 6 tables and 4 figures.)
An Absent Body in a Present Landscape
Author: Marcussen, Jens
Date: 2012-00-00
Type: Journal Articles
Subjects: Adventure Education,Outdoor Education,Human Body,Physical Characteristics,Physical Development,Theory of Mind,Educational Experience,Reflection,Educational Theories,Ecology,Foreign Countries

The wilderness expedition experience will always be a confluence of emotional, cognitive and bodily processes. The author wants to show that the body is an important but often forgotten part of the wilderness expedition experience. In society, the focus on the body is often polarised. Sometimes, there is an extreme focus on the thin and fit body as a symbol of success and control, and a symbol of the opposite when the body is fat and unfit. From that perspective, the body becomes an object one can count and measure. On the other hand, bodily work and manual transport have almost disappeared from society. Everyday lives become more and more sedentary and people have lost the ability to sense their own bodies. One can say, then, that the body is often forgotten in everyday life. In this article, the author discusses how embodiment is an important part of the wilderness expedition experience, as well as suggests ways to help participants on such an expedition increase their sense of their own bodies, space and bodily scope and possibilities.
The Cerebral Basis for Language Learner Strategies: A Near-Infrared Spectroscopy Study
Author: Takeuchi, Osamu
Date: 2012-10-00
Type: Journal Articles
Subjects: Spectroscopy,Second Language Learning,Short Term Memory,Brain Hemisphere Functions,Learning Strategies,Native Language,Psycholinguistics,Models,Recall (Psychology),Interviews,Task Analysis,Validity

In this paper, we validate Macaro's (2006) model of strategy use among language learners by assessing the amount of neural activity around the prefrontal cortex, the supposed locus of working memory (WM). We also examine whether WM activation during first language (L1) strategy deployment is lower than WM activation during second language (L2) strategy deployment, as predicted by Macaro's model. In the analysis, we consider data obtained through an innovative neuroimaging technique (near-infrared spectroscopy) and stimulated-recall interviews. The results reveal greater brain activity during execution of the L1 and L2 tasks than in a control condition; further, use of strategies in the L2 resulted in stronger WM activation than use of strategies in the L1. These results provide partial support for the validity of Macaro's model. (Contains 3 tables, 4 figures and 8 notes.)
Textual Enhancements and Comprehension with Adult Readers of English in China
Author: Brantmeier, Cindy
Date: 2012-10-00
Type: Journal Articles
Subjects: Familiarity,Vignettes,English (Second Language),Foreign Countries,Reading Comprehension,Social Psychology,Cloze Procedure,Second Language Learning,Adults,Recall (Psychology),Chinese,Native Speakers,Multiple Choice Tests

The present study utilizes texts from social psychology to examine the effects of textual enhancements on reading comprehension with 185 native adult Chinese speakers learning English in China. Participants read two different vignettes, either with or without an adjunct. Each adjunct consisted of a &quot;what&quot; question along with instructions to either &quot;pause and consider&quot; or &quot;pause and write.&quot; Participants also completed written recall, sentence completion, multiple-choice, and a topic familiarity question. Across passages, findings revealed significant effects of passage version on comprehension as measured via recall and sentence completion and no significant effects of passage version on multiple-choice questions. Participants scored almost the same on recall and sentence completion for versions with no adjuncts and versions with &quot;pause and consider&quot; adjuncts, and they scored significantly lower on these assessment tasks for the version with pause and write adjuncts. Participants scored the same on multiple-choice questions for all three versions of both passages. (Contains 6 tables.)
Oral Reading Fluency in Second Language Reading
Author: Jeon, Eun Hee
Date: 2012-10-00
Type: Journal Articles
Subjects: Factor Analysis,Adolescents,Foreign Countries,Reading Fluency,Second Language Learning,Silent Reading,Oral Reading,Role,High School Students,Student Evaluation,Correlation,Predictor Variables,Reading Comprehension,Multiple Regression Analysis,Reading Tests

This study investigated the role of oral reading fluency in second language reading. Two hundred and fifty-five high school students in South Korea were assessed on three oral reading fluency (ORF) variables and six other reading predictors. The relationship between ORF and other reading predictors was examined through an exploratory factor analysis (EFA). Next, the contribution of ORF to silent reading comprehension was investigated through multiple regression analyses (MRA) with ORF variables as predictors of reading comprehension. EFA identified two factors (fluency and comprehension) and showed that passage reading fluency crossloaded with both factors. MRA results indicated that the three ORF variables collectively explained 21.2% of variance in silent reading comprehension. Oral passage reading fluency alone explained 20.9% of variance in silent reading comprehension. After controlling for pseudoword reading and word reading fluency, oral passage reading fluency still accounted for an additional 12.4% of the remaining reading variance. (Contains 8 tables.)
Lexical Inferencing in Reading L2 Russian
Author: Comer, William J.
Date: 2012-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Protocol Analysis,Russian,Inferences,English,Native Language,Second Language Learning,Reading Strategies,Coding,Phonology,Morphology (Languages),Vocabulary,Reading Processes,Scaffolding (Teaching Technique),Reading Material Selection,College Students

This study describes how intermediate-level first language English readers of Russian as a second language deploy lexical inferencing and other strategies when reading informational texts. Fifth-semester students of Russian performed think-alouds while reading two texts; one written for the general adult reader, and the other meant for school-age children. Reader think-alouds were transcribed and coded for strategy use and lexical inferencing. Results rank the frequency of reader strategy use and show trends in how readers vary their strategy use depending on the text type. Readers' difficulties in using context as well as phonological and morphological analysis for inferring the meaning of unknown words are analyzed both quantitatively and qualitatively. Implications of these results for selecting texts and for scaffolding these selections are considered. (Contains 6 tables and 8 notes.)
Metacognitive Awareness of Reading Strategy Use in Arabic as a Second Language
Author: Alhaqbani, Ahmad
Date: 2012-10-00
Type: Journal Articles
Subjects: Semitic Languages,Foreign Countries,Problem Solving,College Students,Reading Strategies,Reading Ability,Metacognition,Second Language Learning,Academic Discourse,Undergraduate Students,Surveys,Student Attitudes,Statistical Analysis,Asians,Second Language Instruction

This paper reports a study that investigated university students' awareness of their reading strategy use when they read Arabic academic texts. One hundred and twenty-two undergraduate L2 Arabic students mostly from Africa and Asia completed a 30-item survey of reading strategies. Results indicated that these students perceived problem-solving reading strategies to be more useful than global and support strategies. Moreover, a statistically significant relationship was found between participants' self-rated Arabic reading ability and their overall strategy use (r = 0.233), problem-solving strategies (r = 0.236), and global strategies (r = 0.239). Finally, it was found that African background students reported more global strategy use than Asian background students, and junior and senior students reported consistently higher strategy use in all the three strategy categories compared to the first and second year students. Findings are discussed in light of the reading strategy knowledge base as well as the theoretical and practical implications. (Contains 6 tables and 1 figure.)
Readings on L2 Reading: Publications in Other Venues 2011-2012
Author: Brantmeier, Cindy, Ed.
Date: 2012-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Lists,Content Area Reading,Second Languages,Second Language Programs,Bibliographies,Information Sources

This feature offers an archive of articles and books published in other venues during the past year and serves as a valuable tool to readers of "Reading in a Foreign Language" ("RFL") treating topics within the scope of "RFL" and second language reading. The articles are listed in alphabetical order by author, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that have appeared in other venues. However, undoubtedly, this list is not exhaustive.
Certificates: A Fast Track to Careers
Author: Torpey, Elka
Date: 2013-00-00
Type: Journal Articles
Subjects: Awards,Community Colleges,Certification,Allied Health Occupations,Fire Protection,Police,Maintenance,Welding,Business Administration,Information Technology,Building Trades,Employment Qualifications,Employment Opportunities

Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.)
My Career: Group Fitness Instructor
Author: Green, Kathleen
Date: 2013-00-00
Type: Journal Articles
Subjects: Physical Fitness,Physical Education Teachers,Career Development,Qualifications,Occupational Information

This article presents an interview with Tammy Kenney, who teaches a yoga-Pilates class in several different gyms. In this interview, Kenney talks about her career as a group fitness instructor and gives her best advice for someone who wants to teach group fitness.
Careers in Geothermal Energy: Power from below
Author: Liming, Drew
Date: 2013-00-00
Type: Journal Articles
Subjects: Energy,Power Technology,Facilities,Employment Opportunities,Occupational Information,Credentials,Qualifications,Scientists,Engineering,Technical Occupations,Skilled Workers,Building Trades,Paraprofessional Personnel,Income,Employment

In the search for new energy resources, scientists have discovered ways to use the Earth itself as a valuable source of power. Geothermal power plants use the Earth's natural underground heat to provide clean, renewable energy. The geothermal energy industry has expanded rapidly in recent years as interest in renewable energy has grown. In 2011, the U.S. Bureau of Labor Statistics (BLS) counted about 1,050 jobs in geothermal power generation. And the Geothermal Energy Association estimates that there were about 5,200 jobs directly related to geothermal power production and management in the United States in 2010. Geothermal energy production is expected to continue to grow, and with it the demand for workers in associated occupations. This article describes geothermal energy and career opportunities in the industry, focusing on geothermal projects that generate electricity for power grids. The first two sections explain geothermal energy and how it works, and the third section discusses the different steps necessary to construct a geothermal plant. The fourth section highlights occupations that are critical to the geothermal industry. Each occupational overview includes information on job duties; occupational wage and employment data; and the credentials needed to work in these occupations, such as education, training, certification, and licensure. Sources for more information are listed at the end of the article. (Contains 4 tables.)
No Jobs Like Homes: Careers in Helping Home Buyers and Sellers
Author: Torpey, Elka
Date: 2013-00-00
Type: Journal Articles
Subjects: Real Estate,Financial Services,Housing,Marketing,Sales Occupations,Inspection,Office Occupations,Maintenance,Insurance,Occupational Information,Qualifications

Millions of people buy and sell homes each year. And because these transactions are often complex, many home buyers and sellers turn to workers who can help with the search or the sale--or both. From preparing to put a home on the market to filing the sales documents, many workers are involved in helping a home change hands. Other key industries that employ workers involved in home-sale transactions include banking and insurance. This article focuses on eight occupations--including home inspectors, loan officers, and title examiners--whose workers provide services for buying or selling a home. The first section has details about these workers' job duties and includes data from the Bureau of Labor Statistics (BLS). The second section describes pros and cons of the work. The third section explains how workers prepare for these occupations. And the final section gives sources for more information.
You're a "What"? Santa Claus
Author: Royster, Sara
Date: 2013-00-00
Type: Journal Articles
Subjects: Holidays,Seasonal Employment,Service Occupations,Self Employment,Income,Occupational Information

Professional Santas entertain children and adults during the holiday season at all types of events. They work at shopping malls or stores; entertain crowds at parades and tree lightings; and make appearances at holiday parties, charity events, and people's homes. Most Santas work during the Christmas holiday season, which usually lasts from late November through December 25. Santas at shopping malls or department stores often work 10-hour shifts and see more than 150 children each day, according to the International Council of Shopping Centers. There are no formal educational requirements for becoming a professional Santa. However, aspiring Santas often develop their skills by attending schools, conventions, or workshops. Santa schools typically last a few days, charge tuition, and include detailed instruction on topics such as beard maintenance, communication skills, and sleigh flying. Santa conventions take place all over the world and offer both beginner and experienced Santas the opportunity to mix and mingle. In this article, Phil Wenz describes his job playing Santa Claus. Wenz has been dressing up as Santa Claus for nearly 50 years. As a teenager, he dressed up as Santa to visit patients at a local hospital. He continued to play Santa in parades and other events, eventually landing a full-time Santa job at a Christmas theme park in Dundee, Illinois.
Championing Inclusion: An Interview with Professor Luanna Meyer
Author: Bevan-Brown, Jill
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personal Narratives,Inclusion,Regular and Special Education Relationship,Mainstreaming,Disabilities,Special Education,Attitudes toward Disabilities

In May 2012, after a long and impressive career, Luanna Meyer retired from her role as Professor of Education and Director of the Jessie Hetherington Centre for Educational Research at Victoria University. The tributes paid at her retirement ceremony bear testament to a woman who is held in high esteem in the educational community. In this interview, Meyer talks about her first experience with disability, how she ended up with Special Education which is her major passion and area of interest and research, New Zealand's present education system and how it can be made more inclusive in the future. (Contains 4 footnotes.)
Ingredients for Inclusion: Lessons from the Literature
Author: McMaster, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Inclusion,Mainstreaming,Regular and Special Education Relationship,Participative Decision Making,Best Practices,Professional Development,Reflection,Cooperative Planning,Models,Attitudes toward Disabilities,School Culture,Educational Environment

This paper explores features of successful inclusion through examples found in the literature. Schools have been given the imperative to become more inclusive through various government pronouncements and initiatives, but guidance in achieving that goal has been arguably wanting. School communities that have demonstrated more inclusive practice have shared several features, or &quot;ingredients&quot;. These have included: developing a shared vision and common definition of inclusion; a process of learning reflecting best evidence synthesis for professional learning and developments, and change that takes place on the cultural level (Timperley, Wilson, Barrar &amp; Fung, 2007). Through self-reflection, planning, acting on those plans, and reflecting on the outcomes (and repeating this ongoing process) inclusive change has developed in a sustainable way. Finally, this paper describes a tool that has been successfully used throughout the world to facilitate this process of change and suggests that it may be a very effective way that New Zealand schools can develop more inclusive cultures. (Contains 1 figure.)
Gifted Kids Curriculum: What Do the Students Say?
Author: Bate, Joanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Attitudes,Alumni,Foreign Countries,Graduate Surveys,Participant Satisfaction,Emotional Development,Social Development,Curriculum Evaluation,Talent Development,Concept Teaching,Thinking Skills,Affective Objectives,Program Effectiveness

Gifted students have different learning, social and emotional needs to their peers. The needs of some gifted students can be met within their mainstream school. Other gifted students need learning, social and emotional support beyond the school gates. The New Zealand Ministry of Education (2000) advocates for a continuum of provisions for gifted students, including in-class and out-of-school options, such as withdrawal programmes. Gifted Kids (formerly the Gifted Kids Programme) is one such programme. Research conducted with Gifted Kids alumni students (Clark, 2009) found that students who attended Gifted Kids experienced academic, social and emotional growth as a result of their time on the programme. Clark utilised online surveys and focus-group interviews to gather alumni students' perceptions about their Gifted Kids experience. This article explains the Gifted Kids Curriculum (GCACT, 2010), which acts as a framework of goals and objectives for a specialist programme, using &quot;student voices&quot; to demonstrate its value.
Together We Can Do It: A Professional Development Project for Regular Teachers' of Children with Autism Spectrum Disorder
Author: Higginson, Raewyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Strategies,Autism,Professional Development,Pervasive Developmental Disorders,Teacher Improvement,Teacher Competencies,Program Effectiveness,Regular and Special Education Relationship,Foreign Countries,Inclusion,Mainstreaming,Questionnaires,Attitudes toward Disabilities,Teamwork,Mentors

Autism spectrum disorder (ASD) is a specific disability with well defined characteristics that require teachers to utilise specific strategies to cater for the educational needs of children with ASD in the regular classroom. This paper describes an ASD school project that used a multi-faceted teacher professional development programme to train teachers in ASD knowledge and evidence-based teaching and learning strategies. The findings show that the professional development programme was successful for most teachers, with the key factors that contributed to its success acknowledged. (Contains 3 tables and 1 figure.)
Reading for Pleasure among Year 13 Boys: What Are the Possibilities and Problems?
Author: Harrison, Bev
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Environment,Males,Recreational Reading,Adolescents,Reading Motivation,Student Attitudes,Internet,Libraries,Student Surveys,Foreign Countries,Secondary School Students

Boys' literacy has been, and continues to be, an area of concern for educationalists at all levels. The decline in boys' reading, which may have negative consequences for their learning, becomes more marked as they get older. This project examined possible reasons for this and implemented strategies designed to increase Year 13 boys' reading. The strategies, such as &quot;speed-booking&quot; and creating a community of readers, were successful in encouraging boys at this level to read more but it became apparent that the biggest deterrent to boys' reading at this level was a lack of time. The study also indicated that boys are reading significant amounts online but this is not acknowledged in the school environment. One way to encourage boys' literacy is to create intervals of time in which they can read freely and also acknowledge the wider literacies in which they engage.