ethanporcaro/eric-fulltext-meta huggingface dataset:
New York State Education Department Policies, Mandates and Initiatives on the Education of English Language Learners
Author: Carrasquillo, Angela
Date: 2014-00-00
Type: Journal Articles
Subjects: State Departments of Education,Educational Policy,Bilingual Education Programs,Cultural Differences,English Language Learners,Bilingualism,Educational Legislation,Educational History,Interviews,Government Publications,Multilingualism,Limited English Speaking,Disabilities,Budgets,State Policy,State Legislation,Capacity Building,Academic Achievement,Elementary Secondary Education,Language Tests,Special Education,Second Language Instruction

This article is a summary of a longer report, completed under the direction of the Research Institute for the Study of Language in Urban Society and the doctoral program in Urban Education at the Graduate Center in the City University of New York (CUNY) with funding provided by the New York State Initiative on Emergent Bilinguals (NYSIEB). It describes educational laws, policies, mandates, and initiatives regarding the education of English language learners, which took shape and reverberated in the New York State Education Department. This historical descriptive research focused on the period from 1965 to the year 2013. The content of the report includes information obtained through interviews and the analysis of a significant number of educational documents, including Regents' policies, memoranda, position papers, publications, resource guides, and other programmatic information developed and disseminated by the New York State Education Department (NYSED). Based on the original report, this article critically examines the historical trajectory of the enactment of bilingual education programs geared to educating culturally and linguistically diverse students across New York state. The entire report can be found at the CUNY-NYSIEB website http://www.nysieb.ws.gc.cuny.edu/files/2014/05/CUNY-NYSIEB-Report-NY-StatePolicies-to-NYSED-04-30-2014-Final.pdf
Educators Taking the Lead to Transition High School Emergent Bilingual Learners with Disabilities
Author: Rodríguez, Diane
Date: 2013-00-00
Type: Journal Articles
Subjects: Bilingual Students,Disabilities,Secondary School Students,Transitional Programs,Secondary School Teachers,Teaching Methods,Student Needs,Educational Practices,Self Determination,Scaffolding (Teaching Technique),Student Diversity,Culturally Relevant Education,Student Adjustment,Reflective Teaching,Teamwork,Progress Monitoring,Skill Development

This article seeks to improve transition services for Emergent Bilinguals (EBs) with disabilities in secondary education. The authors provide recommendations to school administrators and educators on how to design a promising &quot;transitional context&quot; within classrooms and schools for EBs with disabilities. This article considers &quot;transition&quot; issues from multiple perspectives and urges secondary school educators to broaden their programmatic and teaching practices in order to increase successful transition of their multilingual students from school to work or to post-secondary education.
Ready for &quot;La Escuela&quot;: School Readiness and the Languages of Instruction in Kindergarten
Author: Tazi, Zoila
Date: 2014-00-00
Type: Journal Articles
Subjects: Kindergarten,School Readiness,Language of Instruction,Hispanic American Students,Poverty,Risk,English (Second Language),Second Language Learning,English Language Learners,School Districts,Transitional Programs,Teacher Attitudes,Bilingual Education,Spanish,Instructional Effectiveness,Teaching Methods,Language Tests,Surveys,Elementary School Teachers,Special Education,Statistical Analysis

School readiness has captured our attention. Across the country, policymakers, politicians, advocates, educators, and community members are forging alliances to increase children's access to the kinds of early childhood experiences that will best prepare them for success in school. At the same time, census figures indicate that the child population in the United States is changing and young Latinos account for most of that change (O'Hare, 2011). As a population, Latinos experience greater rates of poverty and other risk factors that adversely affect school readiness (Ackerman &amp; Tazi, 2015). In addition, many Latino children enter kindergarten speaking little or no English (Gormley, 2008). Once in kindergarten, many Latinos encounter differences in the language or languages of instruction by virtue of their status as &quot;English Language Learners.&quot; The study described in this article looked at the patterns of school readiness on the &quot;Early Development Instrument&quot; (EDI) in one New York school district that offered both bilingual instruction (Transitional Bilingual Education and Dual Language) and English only to Spanish-speaking kindergartners. The EDI surveys kindergarten teachers' perceptions about children's school readiness for First Grade across five developmental domains. Children who received bilingual instruction in kindergarten (n = 84) had higher ratings in three of the five developmental domains and were nearly four times more likely to be rated as &quot;Very Ready for School&quot; in four or more domains than the group that received English only instruction (n = 74). All the children may have benefitted from attending kindergarten, but these findings suggest that bilingual instruction for Spanish-speaking children was a more effective approach to enhance their school readiness.
The First of the Firsts: Leadership and Legislation for Bilingual Preschools in Illinois
Author: Hadi-Tabassum, Samina
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingual Students,State Legislation,Early Childhood Education,Online Surveys,Administrator Attitudes,Experience,Program Effectiveness,State Policy,Administrator Characteristics,Background,Personnel Selection,Teacher Placement,Curriculum,Language of Instruction,Language Usage

With the rising numbers of bilingual children, particularly young Latinos, in 2010 Illinois was the first state to pass legislation requiring preschool sites that serve 20 or more emergent bilinguals to offer home language instruction. The purpose of this study was to examine the responses of early childhood directors to the changes required by the 2010 policy through an online survey. The results indicate that the directors do not have a background in bilingual education and are mixed philosophically regarding the benefits of bilingualism--highlighting the silo effect between the discipline of bilingual education and early childhood education. Anxiety and frustration toward a state mandated policy initiative are also voiced, along with the offering of immediate solutions to meet the policy requirements for the original deadline in 2014.
Using Technology for Formative Assessment to Improve Students&apos; Learning
Author: Elmahdi, Ismail
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Evaluation Methods,Questionnaires,Preservice Teachers,College Students,Student Attitudes,Feedback (Response),Student Evaluation,Educational Technology,Technology Uses in Education,Mixed Methods Research

One way that technology can be a considerable support in teaching and learning is by improving the ability to offer formative assessment of the learners' skills and knowledge during the teaching and instructional process. Providing immediate feedback during the formative assessment process, with the aim of improving students' performance, is very crucial in learning and teaching. This study investigates the effectiveness of using the classroom response system &quot;Plickers,&quot; which is a technology-based formative assessment tool, in improving students' learning. A descriptive mixed-method design was implemented in this study. A questionnaire was used to collect data from 166 students in Bahrain Teachers College, University of Bahrain. The findings revealed that students believe in the importance of formative assessment and receiving immediate feedback which is supported by the use of &quot;Plickers.&quot; Moreover, the findings showed that using &quot;Plickers&quot; for formative assessment aids the learning process as it improves students' participation, saves the learning time, guarantees equal participation opportunities, and creates a fun and exciting learning environment. The findings also encourage instructors to integrate technology tools such as &quot;Plickers&quot; in their classrooms to help them assess the effectiveness of their teaching and their students' learning.
Comparing the Costs and Benefits of Attending the Top Three U.S. Elementary Teacher Education Programs
Author: Sabrin, Mohammed
Date: 2018-00-00
Type: Journal Articles
Subjects: Cost Effectiveness,Teacher Education Programs,Achievement Tests,Elementary Secondary Education,International Assessment,Foreign Countries,Mathematics Achievement,Mathematics Tests,Science Tests,Science Achievement,Pedagogical Content Knowledge,Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Comparative Education,Field Experience Programs,Universities

This paper analyzed the costs and benefits of attending the top three U.S. elementary teacher education programs by examining how much emphasis is on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK), and how this ratio might have affected student outcomes on TIMSS compared to the top performing TIMSS countries in Europe and Asia. Three theoretical frames of reference guided this analysis: program model, field experience model, and status of teacher in society. Methodologically, this study relied mainly on peer-reviewed literature published between 2000 and 2016 in the English language. It was found that although the ratio of GCK to GPK to MPK in the top three U.S. TED programs was similar to what has been reported about the top performing TIMSS countries, student outcomes on TIMSS don?t seem to have been affected due to the fact that performance on TIMSS seems to be stemming mainly from having a very rigorous K-12 education and only admitting the top academic achievers into TED programs.
Native and Emergent Bilingual University-Level English Speakers Reading Online: The Influence of Hypertext on Comprehension
Author: Ebsworth, Miriam Eisenstein
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Native Speakers,Bilingual Students,Internet,Electronic Learning,Reading Comprehension,Hypermedia,Novices,Recall (Psychology),Cues,Reading Tests,Scores,Comparative Analysis,Accuracy,Interviews,Citations (References),Vocabulary Development,Mixed Methods Research,Questionnaires,Prior Learning

Our study contributes to our understanding of Internet reading by Emergent Bilinguals (EB) and Native English speakers (NS) by investigating their recall of two Internet reading passages containing additional information available through either hypertext links or footnotes. Participants included 25 EB and 25 NS college students. Answers to cued recall questions were scored on the basis of the number of correctly recalled propositions (Kintsch, 1998). Additional interpretive data came from semi-structured interviews with four NS and four EB participants. Quantitative results showed that both groups of students recalled significantly more propositions with linear text than with hypertext. However, although descriptive statistics indicated that NS recalled more than EB, this difference did not reach significance. Interview and survey data confirmed that both NS and EB found the footnoted text easier to recall than the version containing hypertext. Interview themes included the impact of unfamiliar vocabulary and contrasting motives for accessing the links.
Students and Teachers&apos; Causal Attributions to Course Failure and Repetition in an ELT Undergraduate Program
Author: Rojas-Barreto, Lisseth S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,College Faculty,Teacher Attitudes,Attribution Theory,Academic Failure,Repetition,Second Language Learning,English (Second Language),Qualitative Research,Grounded Theory,Questionnaires,Likert Scales,Semi Structured Interviews,Study Habits,Economic Factors,Communicative Competence (Languages),Family Problems

This article is the product of a diagnostic research study conducted by two professors from the APRENAP research group at Universidad Surcolombiana from Neiva, Huila, Colombia. The study aimed at looking into the causes for the English courses repetition phenomenon which was evident among many students especially in the advanced semesters at the ELT undergraduate program in the university. The main purpose of this qualitative study that followed the Grounded Theory principles was to determine to which factors the academic community of the program--professors and students--attributed the constant failure and repetition of advanced English courses by some students. Findings gathered from the analysis of a questionnaire and a semi-structured interview evidenced that variables such as a lack of autonomous learning habits, economic, labor and family responsibilities, and few hours of class, among others, affect negatively students' foreign language learning.
Research on Educational Media: Balancing between Local and Target Language Cultures in English Electronic Textbooks
Author: Erlina, Dian
Date: 2018-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Junior High School Students,Foreign Countries,Electronic Publishing,Illustrations,Textbook Content,Cultural Awareness,Content Analysis

The aim of this study was to investigate the proportions of the local and target language cultures in government's English electronic textbooks for junior high school students in Indonesia. The primary data were collected from English textbooks published by the Indonesian government. We analyzed ten English electronic textbooks with 2308 paragraphs and 3079 pictures. The Byram &amp; Morgan's (1994) model was used to analyze the paragraphs and pictures to examine local or target language culture categories. The findings indicated that in terms of paragraphs, of the ten textbooks, four textbooks showed a balanced proportion, while six textbooks were imbalanced in presenting local and target language cultures while for the pictures, only two textbooks promoted a balance proportion between local and target language cultures and eight textbooks presented imbalance proportions. The findings shed important light on the sort of evidence necessary for promoting a balance proportion between local and target language cultures in English electronic textbooks. Suggestions for future research are also discussed.
Modeling Vocational Blended Learning Based on Digital Learning Now Framework
Author: Dewi, Kadek Cahya
Date: 2018-04-00
Type: Journal Articles
Subjects: Blended Learning,Vocational Education,Foreign Countries,Models,Electronic Learning,Higher Education,Program Implementation,Interviews,Observation,Focus Groups

The flexibility of blended learning in implementation makes it compatible to various models of the education system, as well as applied to the learning system of vocational education. Politeknik Negeri Bali (PNB) is a vocational institution in Indonesia. The research objectives to develop a Vocational Blended Learning (VBL) model in PNB based on Digital Learning Now framework. Research and development approach implemented in this study. Data collection procedures and methods were ongoing system evaluation, interview and observation method, and also focus group discussion (FGD). The system implementation methods and procedures were based on the Digital Learning Now framework. The research found the considerations for determining the appropriate instructional models for VBL. VBL model required resources, infrastructure and curriculum as inputs. It can be concluded that vocational education can organize blended learning with VBL by applying rotation instructional model and supported by teacher-developed content.
From Teacher-Oriented to Student-Centred Learning: Developing an ICT-Supported Learning Approach at the Eduardo Mondlane University, Mozambique
Author: Muianga, Xavier
Date: 2018-04-00
Type: Journal Articles
Subjects: Teaching Methods,Student Centered Learning,Management Systems,Web 2.0 Technologies,Universities,Content Analysis,Metacognition,Information Management,Problem Solving,Learning Strategies,Information Technology,Observation,Educational Change,Environmental Education,Pilot Projects,Semi Structured Interviews,Electronic Learning,Student Attitudes,Student Motivation,Foreign Countries,College Students

Eduardo Mondlane University (UEM) is in the process of modernising its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with Web 2.0 tools was introduced as a pilot in the course 'ICT in Environmental Education' in the Faculty of Education. This study explored--using action research strategy--to what extent the new pedagogical approach contributed to students' competency development. Twenty-nine students were involved in the course. Eight semi-structured interviews with students were combined with sixteen classroom observations to see how students used the Learning Management System (LMS) and Web 2.0 tools over eight weeks. Content analysis was used for interviews and information produced by students. The results showed that collaboratively e-learning supported the development of students' information management and problem-solving skills and their use of metacognitive strategies for self-regulated learning. Information and Communication Technology (ICT)-supported, problem-based learning contributed to greater intrinsic motivation. However, not all students were ready to adopt an active role. At the start, they saw teaching as a one-way knowledge transfer. This article recommends that e-learning initiatives in Mozambique always go together with an ICT-based literacy course and training in 21st-century learning skills.
High School Students&apos; Proficiency Perceptions to the Usage of Technology Products at Physics Lessons
Author: Erdem, Aytekin
Date: 2018-04-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Technology Uses in Education,Physics,Science Instruction,Educational Technology,Foreign Countries,Mixed Methods Research,Data Collection,Semi Structured Interviews,Likert Scales,Secondary School Science

The aim of this study was to determine the opinions of high school students' proficiency perceptions towards the technology products and their usage at physics lessons. Mixed method including quantitative and qualitative data collection tools was used for data collection. The study group consisted of 514 students studying at High Schools. The proficiency perceptions of high school students related to what they identified as technology products and the usage of these products at physics lessons were collected via 5 point Likert type scale developed by the researchers. The Cronbach a reliability coefficient of the developed scale was found as 0.84. The analysis of the scale data was conducted via SPSS packaged software with descriptive statistics methods. To analyze thoroughly the students' perceptions related to the technology products and their usage, semi-structured interviews were conducted with 34 volunteer students who were among the same study group. According to the results from the scale, although the students stated that they generally found their competencies to technology usage as good, the results from the interviews showed that the efficacy perceptions of students to these products were not only limited, also they did not use them effective enough in some subjects even poor or no knowledge or skill at all.
Exploring Teachers&apos; Perspectives towards Using Gamification Techniques in Online Learning
Author: Alabbasi, Daniah
Date: 2018-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Games,Educational Technology,Electronic Learning,Inservice Teacher Education,Preservice Teachers,Online Courses,Integrated Learning Systems,Likert Scales,Graduate Study,Surveys

Teachers are the disseminators of information and hence important in promoting the success of innovations such as gamified learning management systems. While studies have revealed that students have a positive perception of the use of gamification in online learning (Boeker et al., 2013; Buckley &amp; Doyle, 2014; Nevin et al., 2013; Urh et al., 2015; Woo, 2014), there are few studies conducted from the teachers' perspectives. It is necessary to have research that shows the perception of teachers regarding the incorporation of gamification to enhance knowledge through online platforms with unique features. The purpose of this study was to explore teachers' perspectives toward the use of gamification techniques in online learning. The study used an exploratory research design. It collected data from forty-seven (47) in-service and pre-service teacher, who were involved in a graduate instructional technology program. A three section survey guided by a five-point Likert scale was used to collect information. The average percentage for each survey section was used in the data analysis. The results of the study indicated a positive perception toward the use of gamification tools in online learning among inservice and pre-service teachers together with online course design features. Some teachers felt that gamification affected students negatively. Limitations of the study are outlined, which dictate that further research is required.
Mobile Electronic Performance Support System as a Learning and Performance Solution: A Qualitative Study Examining Usage, Performance, and Attitudes
Author: Askar, Aadil
Date: 2018-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Use Studies,Geographic Information Systems,Observation,Interviews,Diaries,Professional Personnel,Information Technology,Employees,Workplace Learning,Performance,Attitude Measures,Employee Attitudes,Adult Learning,Questionnaires

Advanced technology innovations have contributed to the development of learning and performance solutions in both traditional and mobile workplaces. This study observed the use of the proprietary Global Positioning System (GPS) developed by Phonenav as a performance improvement solution in a mobile workplace. Thus, the study investigated the use of data assisted GPS as a performance improvement solution for delivering live instructions in a work environment, and attempted to understand its impact on users' work performances and attitudes to technology. A cross-sectional qualitative study, supported by multiple data sources, was employed. The findings of this study revealed that the use of mobile EPSS resulted in an increased work performance and work efficiency of its users. This study contributes to the field of Human Performance Technology, by facilitating an understanding of the impact of mobile EPSSs on workplace performance. It provides a useful resource for professionals and researchers in the field of Educational Technology interested in exploring the use of mobile technology for instruction delivery in mobile workplaces.