ethanporcaro/eric-fulltext-meta huggingface dataset:
Edmodo as a Tool for the Global Connection between Japanese and American College Students in Language Learning
Author: Okumura, Shinji
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Asians,North Americans,Feedback (Response),Intercultural Communication,Questionnaires,Student Attitudes,Qualitative Research,College Students,English (Second Language),Social Networks,Computer Mediated Communication,Language Teachers,College Faculty,Teacher Collaboration,Positive Attitudes,Foreign Countries,Advanced Courses

This study investigated how English learners at a university in Japan perceive connections with students in the US through an educational social network platform, called Edmodo. The instructor of English at the Japanese university cooperated with a Japanese language instructor at an American university and they incorporated Edmodo into their language classes. In the project activity, 62 Japanese and 52 American college students were paired or grouped in threes and interacted with each other on Edmodo. Both of the students answered a feedback questionnaire at the end of the project. The study focused on Japanese students and their feedback on the Edmodo project was analyzed qualitatively. The findings indicated that almost all Japanese students positively perceived the connection with American students, and they recognized that the authentic communication was fun, valuable and an interesting experience. The connection, moreover, enabled Japanese students to identify differences in college and daily life between the two countries. However, the findings also suggest that more frequent interactions involving a number of different students be considered for further implementation of using Edmodo for involvement of the global community.
An Introduction to Service Learning Pedagogy
Author: Chenarani, Kiarash
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Service Learning,Teaching Methods,Citizenship Education,Misconceptions,Course Content,Grading,College Students,Experiential Learning,College Faculty

Many higher education institutions and discipline-specific associations have embraced service-learning as a way to join campuses (and specifically, academic departments across the curriculum) with their communities to positively respond to community challenges and opportunities for collaboration. Hundreds of definitions of service-learning exist internationally, many of which are informed by definitions used by national organizations such as Campus Compact, the Corporation for National Service or the National Society for Experiential Education. Service-learning can be defined as both an educational philosophy and a pedagogical technique for combining community service with academic objectives. Academic Service-Learning is a teaching methodology which utilizes a community involvement component as a means for students to gain a deeper understanding of disciplinary course objectives and to gain a deeper understanding of civic life and participation through structured reflection. This paper is a brief introduction to service learning.
The Use of Electronic Dictionary in the Language Classroom: The Views of Language Learners
Author: Barham, Kefah A.
Date: 2017-03-29
Type: Speeches/Meeting Papers
Subjects: Dictionaries,Electronic Publishing,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Focus Groups,Positive Attitudes,Student Attitudes,Qualitative Research,Foreign Countries

E- Dictionaries have the potential to be a useful instrument in English Language classes, at the same time; it can be seen as a waste of time and a hindrance tool in the English Language classroom. This paper reports on students' use of e-dictionary in two of &quot;Educational Readings in the English Language&quot; course sections through in-depth focus group discussions with some of the students. The overarching question that this study explores is &quot;What are the students' experiences in using e- dictionaries in Educational Readings in English classes at the Faculty of Social Sciences and Teacher Training students at A-Najah National University?&quot; Findings of this exploratory study show that students had great and exciting experience in using the mobile dictionary in learning new vocabularies. Therefore they have positive attitudes and perceptions toward mobile dictionary.
Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum: Preliminary Outcomes
Author: Upshur, Carole C.
Date: 2017-00-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Preschool Curriculum,Early Childhood Education,Low Income,Curriculum Evaluation,Executive Function,Social Development,Emotional Development,Interpersonal Competence,Hierarchical Linear Modeling,Student Improvement,At Risk Students,School Readiness,Curriculum Implementation,Rating Scales,Intelligence Tests,Verbal Ability,Vocabulary,Task Analysis,Scores,Effect Size

A classroom randomized trial (n = 31 classrooms) was conducted using the Second Step Early Learning (SSEL) curriculum compared to usual curricula. Head Start and community preschool classrooms enrolling low income children were randomly assigned to deliver SSEL (n = 16) or usual curricula (n = 15). Data are reported for four year olds independently assessed for executive functioning (EF) and social-emotional skills (SE) in fall and spring of the preschool year. Analyses used three level Hierarchical Linear Modeling, including two EF tasks or two SE tasks as level 1, child as level 2, and classroom as level 3. Controlling for baseline EF, SE, cognitive ability, parent income, child sex, age, and ethnicity, children receiving the SSEL curriculum had significantly better end of preschool EF skills and marginally significantly better end of preschool SE skills. The curriculum is thus promising in its potential to improve at-risk preschool children's EF and SE.
ECVET in Europe: Monitoring Report 2015. Cedefop Research Paper. No 56
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Stakeholders,Educational Policy,Credits,Tables (Data),Transfer of Training,Technical Education,Occupations,Industry,Employment Qualifications

Cedefop has been conducting monitoring of the European Credit System for Vocational Education and Training (ECVET) implementation since 2010; this report covers developments from mid-2013 till 2015. It is based on national responses provided by the ECVET users' group from 28 EU Member States and four EFTA countries. The report examines whether existing credit systems provide conditions for individuals to have their learning accumulated or transferred towards a qualification. It examines key aspects: whether qualifications are based on learning outcomes and organised in units; whether individual units are assessed and validated for further transfer and accumulation; whether units are assigned credit points; and whether VET providers use memoranda of understanding and learning agreements to understand better the learning outcomes they provide. The report also focuses on the ways ECVET is promoted among stakeholders and beneficiaries and on examples of support materials that can be useful to ECVET promoters throughout Europe. Two annexes provide country summaries and websites with ECVET information, by country.
Frequency of Preschool Teacher Education Students' Participation in Extracurricular Music Activities in Croatia and Slovenia
Author: Blaškovic, Jelena
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preservice Teachers,Preservice Teacher Education,Student Participation,Extracurricular Activities,Music Education,Singing,Musical Instruments,Cross Cultural Studies,Cultural Differences,Questionnaires,Likert Scales,Statistical Analysis,Student Attitudes

Extracurricular music activities are those performed outside regular and obligatory school programme. Students' aesthetic education is the goal of art extracurricular activities. The point and purpose of these activities is to uphold favourable conditions for the realisation of various cultural-art activities through which the insight into different culture and art areas is gained. They are chosen according to one's own inclinations and interests. Extracurricular music activities are most frequently attended by primary and secondary school students in music schools, through choir and orchestra participation, and in cultural-art associations. During their higher education, preschool education students also have the possibility to widen their knowledge and skills within elective music courses. This work has examined the number of preschool teacher education students who had additional music education in the course of their primary and secondary education, as well as during their higher education. First and third year students of preschool teacher education, at teacher education faculties in Croatia and Slovenia, participated in the research (N = 707). The results have shown that Slovenian students participated in extracurricular music activities throughout their primary and secondary education more often than Croatian students. According to the Chi-square test (x[superscript 2), and contingency tables, Slovenian students sing in choirs, attend music schools, play in orchestras, and attend private music tutoring more often. It has been shown that third-year Croatian students attend elective music courses more often than Slovenian students.
Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocational Education,Technical Education,Career Education,Dropouts,Dropout Research,Dropout Prevention,Dropout Rate,Enrollment,Academic Persistence,Foreign Countries,Young Adults,College Students,Higher Education,At Risk Students,Apprenticeships,Educational Policy

This Cedefop study examines the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, this first looks at quantitative data to understand better the extent of early leaving from VET (ELVET). It analyses mechanisms for monitoring early leaving (at national and EU-levels), and examines VET and labour-market-specific factors, as well as those related to the individual and his/her family background, contributing to this phenomenon. It aims to assist national policy-makers and decision-makers at different levels in developing existing monitoring systems to measure ELVET and inform VET policies to tackle ELET. It also aims to assist European stakeholders to refine the EU indicator to capture the important variations in individual situations of early leavers. The second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. Contains a bibliography and webliography. [ICF consulting services conducted the research for this report. For &quot;Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58,&quot; see ED573445.]
Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume II: Evaluating Policy Impact. Cedefop Research Paper. No 58
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2016-00-00
Type: Reports - Research
Subjects: Vocational Education,Technical Education,Career Education,Dropouts,Dropout Research,Dropout Prevention,Dropout Rate,Enrollment,Academic Persistence,Foreign Countries,Young Adults,College Students,Higher Education,At Risk Students,Apprenticeships,Intervention,Educational Policy

This Cedefop study focuses on the contribution that vocational education and training (VET) can make to reducing early leaving from education and training (ELET). Published in two volumes, the first is dedicated to understanding better the learning pathways of young students, providing measurements of early leaving in VET, and understanding the role of VET in breaking the vicious cycle of early leaving and unemployment. This second volume reviews VET-related measures to tackle ELET, either by preventing learners dropping out and/or by bringing those who have already left back to education and training. This volume identifies and discusses the key features of successful policies and practices, plus the conditions necessary to evaluate and upscale successful regional and local practices to national strategies. Contains an annex of reviewed evaluations and main results. Includes a bibliography and webliography. [ICF consulting services conducted the research for this report. For &quot;Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper. No 57,&quot; see ED573444.]
On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews--2016 Update. Cedefop Research Paper. No 61
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Technical Education,Educational Quality,Lifelong Learning,Foreign Countries,Training,Public Policy,Educational Indicators,Benchmarking,Statistical Analysis,Labor Market,Job Skills,Skill Development,Tables (Data),Trend Analysis

European policy-making in vocational education and training (VET) needs to be supported by sound evidence. In this report, Cedefop has selected 36 indicators to quantify key aspects of VET and lifelong learning. The selection is based on their policy relevance and their importance in achieving the Europe 2020 objectives. The report accounts for challenges and opportunities arising from recent developments in the international statistical infrastructure and includes updated comparable data from the European statistical system. This publication should be regarded as a tool to help policy-makers better understand and assess VET developments in each country. While these indicators do not claim to assess national systems or policies, they could be used to reflect on countries' situations and progress towards the strategic objectives set for Europe. The indicators present statistical overviews from all European Union Member States, along with the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland and Turkey. Contains an annex with a short description of indicators. [The HIVA Education and Lifelong Learning Research Group and the Centre for Educational Effectiveness and Evaluation, both at KU Leuven, carried out the underlying methodological and statistical work and updated the report.]
Behavioral, Psychological, Educational, and Vocational Interventions to Facilitate Employment Outcomes for Cancer Survivors: A Systematic Review. Campbell Systematic Reviews 2015:5
Author: Fong, Carlton J.
Date: 2015-01-00
Type: Information Analyses
Subjects: Cancer,Intervention,Disabilities,Equal Opportunities (Jobs),Employment Qualifications,Rehabilitation,Literature Reviews,Behavior Modification,Psychological Patterns,Vocational Education,Academic Education,Adults,Program Effectiveness,Program Evaluation,Employment Level,Mental Health,Effect Size,Bias,Comparative Analysis,Work Environment,Personnel Policy,Check Lists,Search Strategies,Coding

In the United States, an estimated 1.5 million people are diagnosed annually with some type of cancer (American Cancer Society, 2011). Work is an important stabilizing factor for cancer survivors (Arnold, 1999). De Boer and colleagues (2009) identified a rate of 33.8% unemployment among cancer survivors beyond the age of 18 compared to 15.2% among a healthy international control population. Greater awareness of the job-related and workplace issues that cancer survivors face can lead to more comprehensive rehabilitation plans and recovery (Centers for Disease Control, 2011; Nathan, Hayes-Lattin, Sisler, &amp; Hudson, 2011). Although various recent interventions have been developed to address unemployment among cancer survivors, these have not yet been systematically evaluated. The objective of this systematic review is to examine experimental and quasi-experimental studies about interventions that (i) include one or more behavioral, psychological, educational, or vocational components, (ii) involve cancer survivors aged 18 years or older, and (iii) assess intervention outcomes on employment outcomes. The aims are both to describe the variety of interventions that have been studied using rigorous methods and to estimate intervention effects. This review highlights the positive effect psychosocial interventions may have on employment outcomes for cancer survivors. However, the methodological shortcomings of the included studies overall makes it likely that there is bias in the results and too few studies to provide sufficiently strong evidence to recommend particular practices. This review brings attention to the need for additional rigorous studies in this area, in particular, randomized controlled trials with more detailed reporting of data and study design and methodology. Appended are: (1) Documentation of Search Strategies for the Systematic Review; (2) Coding Form; and (3) Reasons Stage 2 Studies Were Excluded from the Systematic Review.
Using Formative Assessment to Improve Student Achievement in the Core Content Areas. Briefing Paper
Author: Madison-Harris, Robyn
Date: 2012-01-00
Type: Information Analyses
Subjects: Formative Evaluation,Academic Achievement,Achievement Gains,Evaluation Methods,Teaching Methods,Feedback (Response),Educational Policy,Core Curriculum

A number of states are using or exploring the use of formative assessment in their districts and schools to improve learning outcomes for students. Findings from the literature suggest that formative assessment: (1) Is a systematic, continuous process used during instruction that provides a feedback loop to check for progress and detect learning gains, identify strengths and weaknesses, and narrow gaps in learning; and (2) Is a systematic, continuous process used during instruction that provides a feedback loop to check for progress and detect learning gains, identify strengths and weaknesses, and narrow gaps in learning.
Beyond Adoption-Implementing Rigorous College- and Career-Readiness Standards. Briefing Paper
Author: Chapman, Camille
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Program Implementation,College Readiness,Career Readiness,Academic Standards,Common Core State Standards,Literature Reviews,Case Studies,Educational Planning,Alignment (Education),Accountability,Information Dissemination,Professional Development,Formative Evaluation,Summative Evaluation,Budgeting,Consortia,State Departments of Education,Instructional Materials,Evaluation Methods

Preparing future citizens for postsecondary education and careers that span a continuum of sophistication is not a new topic in education. However, the rapid changes in technology and increased competition from industrialized nations have changed the landscape and meaning of college and career readiness. As part of a strategy to better prepare students, since 2005, 31 states have implemented college- and career-readiness standards (CCRS), with 20 states also requiring that students complete high school graduation requirements that will make them college and career ready (Howard &amp; Madison-Harris, 2011). This briefing paper provides details on the meaning of college- and career-readiness standards, effective implementation of these standards, next steps in the implementation process, and progress being made by state departments of education (SDEs) in the southeast region toward this crucial objective.
Growing Wealth Gaps in Education. National Poverty Center Working Paper Series #16-06
Author: Pfeffer, Fabian
Date: 2016-08-00
Type: Reports - Research
Subjects: Equal Education,Poverty,Socioeconomic Influences,Educational Attainment,Higher Education,Family Income,Predictor Variables,Longitudinal Studies,Statistical Analysis,Secondary Education,Trend Analysis,Graduation

Prior research on trends in educational inequality has focused chiefly on changing gaps in educational attainment by family income or parental occupation. In contrast, this contribution provides the first assessment of trends in educational attainment by family wealth and suggests that we should be at least as much concerned about growing wealth gaps in education. Despite overall growth in educational attainment and some signs of decreasing wealth gaps in high school attainment and college access, I find a large and rapidly increasing wealth gap in college attainment between cohorts born in the 1970 and 1980s, respectively. This growing wealth gap in higher educational attainment co-occurred with a rise in inequality in children's wealth backgrounds, though the analyses also suggest that the latter does not fully account for the former. Nevertheless, the results reported here raise concerns about the distribution of educational opportunity among today's children who grow up in a context of particularly extreme wealth inequality. An appendix provides data on descriptive statistics, wealth gaps in education, and cohort changes in wealth gaps in education.
Quality Schools, Quality Outcomes
Author: Australian Government Department of Education and Training
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Quality,Teacher Effectiveness,School Administration,Leadership Effectiveness,Accountability,Outcomes of Education,Literacy,Numeracy,Educational Change,Academic Achievement

A strong level of funding is important for Australia's school system. The Government has further committed to a new, simpler and fairer funding model that distributes this funding on the basis of need. However, while funding is important, evidence shows that what you do with that funding matters more. Despite significant funding growth in the past decade, National Assessment Program--Literacy and Numeracy (NAPLAN) results and international rankings show that there have not been sufficient improvements in student outcomes. This report outlines the Government's evidence-based approach to schools' reform to improve learning outcomes for all Australian students--regardless of their school or background. The Government will be working with states, territories, and non-government education authorities to focus on how to use the record levels of funding to improve the quality of education in Australia's schools and lift student outcomes. &quot;Quality Schools, Quality Outcomes&quot; sets out evidence-based priority reforms to help support improved outcomes for students and schools by focusing efforts towards the following five areas: (1) Boosting literacy, numeracy and STEM performance; (2) Improving the quality of teaching and school leadership; (3) Preparing Australia's students for a globalised world; (4) Focusing on what matters most and those who need it most; and (5) Increasing public accountability through improved transparency.