ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness 2016: Oregon Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,College Readiness,College Preparation,Ethnicity,Race,High School Graduates,High School Students,Student Participation,Student Behavior,STEM Education,Testing,Trend Analysis,Career Readiness

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Oregon: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Oregon's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: North Dakota Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for North Dakota: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on North Dakota's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Nevada Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Nevada: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Nevada's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Toward a Taxonomy of Errors in Iranian EFL Learners' Basic-Level Writing
Author: Salmani Nodoushan, Mohammad Ali
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,College Students,Classification,Error Patterns,Writing (Composition),Error Analysis (Language),Essays

This study attempted at classifying common errors found in the written performance of lower- and upper-intermediate Iranian EFL learners. It engaged a rich corpus of EFL writing samples collected over a course of 20 years (between 1992 and 2011) from lower- and upper-intermediate EFL learners studying at various Iranian universities to provide a precise taxonomy of errors in basic-level EFL writing (i.e., single paragraphs and five paragraph essays). A total of 3157 sophomore EFL learners were included in this study, and from each of them five writing samples were collected. There was a total of 15785 texts in the corpus which contained a total of 5,150,205 words. Corder's (1981) framework for error analysis was implemented, and it was found that basic-level EFL writing errors could best be classified into three major categories: structural, discursive, and cognitive. Classroom procedures and teaching techniques that can help both teachers and learners to overcome the identified error types are discussed.
Four Questions and 53 Answers about Using Cooperative Learning
Author: Jacobs, G. M.
Date: 1998-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Group Activities,Teaching Methods,English (Second Language),Second Language Instruction,Cooperation,Guides

Group activities are becoming more and more popular in the teaching of second/foreign languages and other subjects all over the world. Since about 1970, a great deal of work has gone into research and methodology in order to develop ways that teachers can help their students learn more effectively and happily in groups. Many people working in this area use the term &quot;Cooperative Learning,&quot; (also known as &quot;Collaborative Learning&quot;) to describe these ways of enhancing group learning. Since the late 1980s, ES/FL teachers interested in Cooperative Learning have come together to share ideas at the annual convention of the International TESOL organization. The 1995 convention was no exception. The four of us hosted a Breakfast Seminar at which fifty other teachers joined us to begin our day with good food and good discussion about important questions in using Cooperative Learning (CL) with our students. Below is a list of the questions we discussed and the responses we received. After the convention, we showed our list to others and added their responses. These included a class group of secondary school teachers from Singapore attending a course on Cooperative Learning at RELC. We have included everyone's responses, even when one response seemed to contradict a previous one. Each teacher must make their own decision based on their own particular teaching situation and their own beliefs about education. No doubt, you, our talented readers, will have some ideas we have not thought of. Please be so kind to write as to us and share them, so that we can share them with others. Thank you. [This article was published in &quot;Teaching &amp; Learning&quot; v18 n2 p18-28 1998.]
AP Potential Expectancy Tables Based on PSAT/NMSQT and SAT Scores on the 2015-16 Redesigned Scales Using Final Concordance Tables. Statistical Report
Author: Ewing, Maureen
Date: 2017-01-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Aptitude Tests,High Schools,College Entrance Examinations,Scores,Tables (Data),High School Students,Statistical Analysis

Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP Exam based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara &amp; Millsap, 1998; Ewing, Camara, &amp; Millsap, 2006; Zhang, Patel, &amp; Ewing, 2014a). For most subjects, AP Potential expectancy tables have been derived by combining tenth and eleventh grade PSAT/NMSQT data with scores from AP Exams taken as either eleventh or twelfth graders during the following academic year. For AP European History and AP World History, ninth grade PSAT/NMSQT scores and tenth grade AP Exam scores were also recently included in the expectancy table calculations (Zhang, Patel, &amp; Ewing, 2014b). Starting with the launch of the redesigned SAT® Suite of Assessments (i.e., PSAT 8/9, PSAT 10, PSAT/NMSQT, and SAT) in the 2015-16 academic year, AP Potential will also be reported based on scores from additional PSAT tests (depending on the student's grade level) as well as be extended to reporting based on SAT scores. The purpose of this report is (1) to describe how we created blended AP Potential tables that include PSAT/NMSQT and SAT data and (2) to present these new tables on the 2015-16 redesigned scale for the SAT Suite of Assessments. Descriptive Statistics for PSAT/NMSQT and SAT Samples by AP Exam are appended. [For the previous version to this report, &quot;AP Potential™ Expectancy Tables Based on PSAT/NMSQT® and SAT® Scores on the 2015-16 Redesigned Scales. Statistical Report 2016-2,&quot; see ED564410.]
ACT Profile Report: State. Graduating Class 2016. Pennsylvania
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests,High School Graduates

This report provides information about the performance of Pennsylvania's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Rhode Island
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests,High School Graduates

This report provides information about the performance of Rhode Island's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Answers to Ten Questions about Implementing Cooperative Learning
Author: Jacobs, George M.
Date: 1994-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Teaching Methods,English (Second Language),Second Language Instruction,Group Dynamics,Grouping (Instructional Purposes),Teacher Role,Classroom Techniques,Student Behavior,Student Attitudes,Attendance,Time

From our experience doing workshops and courses for teachers about cooperative learning, we have chosen ten of the most commonly asked nuts and bolts questions. The suggestions listed below come from our own ESL and EFL classes, ideas from colleagues and from the teacher participants in our cooperative learning workshops and courses, and from books and articles in the field. This article presents a wide range of options. Readers will want to choose those options which match their own teaching styles and their learners' backgrounds and needs. Plus, you may well come up with some ideas not mentioned here. (If so, please send them to us. We will add them to our list.) Remember that cooperative learning may be new to you and your students. Therefore, you may all need time to adjust. Our suggestion is to explain to students why you are using cooperative learning, start slowly, be patient, and be persistent. [This article was published in J. C. Richards &amp; W. A. Renandya (Eds.), &quot;Methodology in language teaching: An anthology of current practice&quot; (pp. 52-58). New York: Cambridge University Press.]
A Proposal for Facilitating More Cooperation in Competitive Sports
Author: Jacobs, George M.
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Cooperation,Competition,Athletics,Social Psychology,Peer Relationship,Performance,Comparative Analysis,Evaluation Methods,Aquatic Sports

This article utilises theories, methods and tools from the fields of Social Psychology and Education to suggest new metrics for the analysis of competitive sport. The hope is that these metrics will encourage cooperation to exist alongside of the dominant feelings of competition. The main theory from Social Psychology involved here is Social Interdependence Theory, which offers insights into what leads people to want to promote the success of others, i.e., to feel positively interdependent. The main method from Education is cooperative learning, which implements insights from Social Interdependence Theory to encourage students to feel positively interdependent towards classmates and others. The main tool from Education is ipsative assessment, which compares people's performance, not with that of others or with a standard, but with their own previous performance. Examples are provided from both sport and classroom learning.
Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning
Author: Izci, Kemal
Date: 2016-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Adoption (Ideas),Influences,Models,Teachers,Educational Research

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus, reviewing the factors that limit or support teachers' practices of formative assessment will be crucial for guiding educators to support prospective teachers in using formative assessment and also eliminate limiting factors to let practicing teachers to engage in formative assessment practices during their instruction. The study, by using teacher's change environment framework, reviews literature on formative assessment and presents a tentative model that illustrates the factors impacting teachers' adoption of formative assessment in their teaching. The results showed that there are four main factors consisting personal, contextual, resource-related and external factors that influence teachers' practices of formative assessment.
ACT Profile Report: State. Graduating Class 2016. Texas
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests,High School Graduates

This report provides information about the performance of Texas' 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Tweet, Share and Learn; the Effect of Micro-Blogging on Twitter on the Vocabulary Improvement of Saudi Female EFL College Students
Author: Al-Dawood, Manal Mohammad Nasser
Date: 2013-03-00
Type: Reports - Research
Subjects: Electronic Publishing,Handheld Devices,Telecommunications,Diaries,Student Attitudes,College Students,Vocabulary Development,Pretests Posttests,Experimental Groups,Control Groups,Grammar,Spelling,Scores,Questionnaires,Foreign Countries,Females,Cooperative Learning,Group Activities,Student Motivation,English (Second Language),Second Language Learning,Educational Technology,Technology Uses in Education

This study describes how Twitter (a social networking tool) was implemented as part of a foreign language Reading Comprehension course; it reports on the students' perspectives and opinions about their experiences. The participants were 52 level 2 learners studying in the English department at Huraymila College of Science and Human Studies. The purpose of the treatment was to ascertain improvements in vocabulary acquisition. The participants were given a pre-test before they were exposed to use of Twitter and a post-test six weeks later. The results revealed that the experimental group performed better than the control group. There were significant differences that favoured the experimental group, in terms of word meaning, spelling, the grammatical behaviour of the words, and the total score. In addition, a questionnaire was administered to the Twitter users to investigate their attitudes and motivation. Students in the experimental group demonstrated a positive attitude towards using Twitter. Therefore, this study suggests that integrating social networking tools into the foreign language learning setting can improve students' vocabulary. Appended to the study are: (1) Pretest and Posttest and (2) Survey Questionnaire.
ACT Profile Report: State. Graduating Class 2016. Tennessee
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Tennessee's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]