ethanporcaro/eric-fulltext-meta huggingface dataset:
State Policies for Intervening in Chronically Low-Performing Schools: A 50-State Scan. REL 2016-131
Author: Klute, Mary M.
Date: 2016-06-00
Type: Reports - Research
Subjects: State Policy,Low Achievement,Intervention,Educational Improvement,Planning,Teacher Placement,School Closing,Incentives,Educational Change,Educational Practices,Governance,Educational Legislation,Elementary Secondary Education,Federal Legislation

Recent federal initiatives such as School Improvement Grants and Elementary and Secondary Education Act flexibility emphasize the role of state education agencies in improving chronically low-performing schools. But state policies limit what actions state education agencies can take. As state education leaders and policymakers consider how best to intervene to improve these schools, they may wish to learn about the policies in other states. This report summarizes current policies in all 50 states related to state interventions in chronically low-performing schools. The policies describe the types of interventions that states are legally authorized to implement; however, states likely vary in the extent to which they actually implement the interventions. Six categories of policies related to intervening in chronically low-performing schools were identified: (1) Development or monitoring of school improvement plans; (2) Changes in staffing; (3) Closing a school; (4) Financial incentives or interventions; (5) Reforms to the day-to-day operation of the school; and (6) Changes related to the entity that governs or operates the school. State policies show a great deal of consistency in approaches to supporting chronically low-performing schools, perhaps because many of the interventions align closely with federal guidance for improving these schools. Despite strong alignment of state policies with federal guidance, state policies vary in the breadth of interventions they allow states to implement. About a third of states have policies in all six categories of interventions. Seven states have more limited options, with policies allowing interventions in only two or three of the six categories. State policies also vary in the specific interventions allowed within each category. This report can help state education leaders and policymakers learn how other states are approaching the challenge of turning around their chronically low-performing schools, which can facilitate communication among states that are considering similar approaches. The following are appended: (1) Procedures used to search for and code state laws and regulations; (2) Policies in place in each state by intervention category; and (3) Sources of policies by intervention category and state.
Intercultural Language Learning at Work: A Student-Designed Module
Author: Sadoux, Marion
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Intercultural Communication,College Students,Partnerships in Education,Second Language Instruction,Second Language Learning,Change Agents,Employment Potential,Case Studies,Student Developed Materials,Learning Modules,Curriculum Design,Student Participation,Job Placement,Reflection,Journal Writing,Constructivism (Learning),Feedback (Response),Outcomes of Education,Workshops,Educational Benefits

During the academic year 2014-15, the Language Centre at the University of Nottingham Ningbo China (UNNC) worked in partnership with students on the design and validation of accredited work placement modules in the Language Centre. This initiative, endorsed by the UK campus within the Students As Change Agents (SACA) programme, aimed to address key concerns within the University with regards to employability and to the difficulty of combining a UK model of higher education and employability requirements within the Chinese context. This case study will look at the benefits of co-curricular design and at the importance of involving students in employability related projects. It will finally review performance and feedback from the first cohort of students and indicate areas for improvement. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Plan Your Future! Career Management Skills for Students of Languages
Author: Randall, Laurence
Date: 2016-00-00
Type: Reports - Research
Subjects: Career Education,Undergraduate Students,Modern Languages,Employment Potential,Learning Modules,Program Implementation,Program Effectiveness,Behavioral Objectives,Workshops,Course Content,Internship Programs,Job Placement,Foreign Countries

At the University of Westminster, the Department of Modern Languages and Cultures has developed a student employability and work-integrated learning project, &quot;Career Management Skills&quot; (CMS), for undergraduate language students. The main objective was to develop a comprehensive employability strategy for all students on all undergraduate language courses at the university. The programme has evolved to include among the employability provisions a Work Placement module, which started in the academic year 2014-2015. This case study will present the context in which both CMS and the work placement module were implemented, offer an evaluation of both, and assess their impact on students and on the undergraduate programme as a whole. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Is Developing Employability Skills Relevant to Adult Language Students?
Author: Beaven, Tita
Date: 2016-00-00
Type: Reports - Research
Subjects: Job Skills,Skill Development,Employment Potential,Relevance (Education),Adult Students,Open Universities,Second Language Learning,Student Attitudes,Language Attitudes,Learning Motivation,Student Surveys,Occupational Aspiration,Individual Development

Open University (OU) students are typically mature students who combine studying part-time with work or caring responsibilities; the average age of OU language students has been dropping, and about 30% of our new students are now under 25. The traditional view of adult learners who study languages is that they often study for pleasure or personal development, rather than for clear career goals. The current study investigated whether adult students found the development of employability skills as part of their language courses useful, and, if so, the development of which particularly key employability skills they valued most. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Online Credit Recovery: Enrollment and Passing Patterns in Montana Digital Academy Courses. REL 2016-139
Author: Stevens, David
Date: 2016-06-00
Type: Reports - Research
Subjects: Online Courses,Credits,Repetition,Required Courses,Enrollment Rate,Academic Achievement,Interviews,At Risk Students,Gender Differences,Middle School Students,High School Students,Language Arts,Intellectual Disciplines,Qualitative Research,Statistical Analysis

Most U.S. school districts (88 percent) offer credit recovery courses or programs for students. In rural states such as Montana, online credit recovery options are especially popular because they allow schools to serve students in remote areas throughout the year, across a range of subjects, and with few additional resources (Carver &amp; Lewis, 2011; Oliver, Osborne, Patel, &amp; Kleiman, 2009). Such programs offer students greater flexibility and choice, which results in more opportunities to make up classes and a greater likelihood that students will stay in school and stay on track to graduate (Oliver et al., 2009). Despite the growing popularity of online credit recovery courses, there is little research about which students take these courses or how well they perform. This report addresses this information gap by examining 2013/14 data from the Montana Digital Academy (MTDA), the only state-funded program offering online credit recovery courses in Montana. The report provides a descriptive analysis of course enrollment and passing rates. It also draws on interviews with eight district leaders and one MTDA representative to provide context for the analysis and to describe other credit recovery strategies in Montana. The report offers educators an early look at the potential of online credit recovery courses to help struggling students get back on track to graduation. It can also help state leaders compare the MTDA with other online programs and identify possible areas for investigation or improvement when designing credit recovery options. The report's key findings are: (1) More male students than female students enrolled in MTDA online credit recovery courses, and students in grades 10 and 11 made up a larger proportion of MTDA student enrollments than those in grades 9 and 12; (2) Enrollments in MTDA online credit recovery courses were higher in English language arts than in any other subject; (3) The passing rate in MTDA online credit recovery courses was 57 percent of enrollments; (4) Passing rates in MTDA online credit recovery courses were lowest in math (49 percent) and English language arts (52 percent); and (5) Passing rates were lower for students who took one MTDA online credit recovery course per semester (40 percent) than for students who took multiple courses in a semester (nearly 80 percent). Appended are: (1) Study methodology; (2) Local management; and (3) Interview protocol. [This report was written with Biraj Bisht and Rashea Hamilton.]
Independent Work Placements as a Gateway to the World of Work
Author: Biasini, Rosalba
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Job Placement,Study Abroad,Work Experience Programs,Job Skills,Skill Development,Employment Potential,College Students,Second Languages,Resilience (Psychology),Problem Solving,Labor Market,Case Studies,Partnerships in Education,Learning Experience,Education Work Relationship,Transfer of Training,Outcomes of Education,School Business Relationship

The Year Abroad (YA) is arguably the most valued feature of any languages degree, according to employers (British Academy &amp; UCML, 2012). The resilience and problem-solving capacities developed by students who undertake a period of residence abroad are sought-after characteristics in the job market. Thus, most languages degrees in the UK include a YA as part of their programme of studies, and in the Department of Modern Languages and Cultures (MLC) at the University of Liverpool (UoL), students choose between studying at a partner university or working abroad. This case study focuses on Independent Work Placements (IWP) and reflects on how a collaborative partnership between employers, universities and students provide a successful learning experience while guaranteeing a smoother transition from university to the world of work through the development of academic and soft skills. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students. REL 2016-149
Author: Foorman, Barbara
Date: 2016-06-00
Type: Reports - Research
Subjects: Computer Assisted Testing,Adaptive Testing,Literacy,English Language Learners,Elementary School Students,Grade 3,Grade 4,Grade 5,Progress Monitoring,Urban Schools,Elementary School Teachers,School Personnel,Educational Cooperation

A top education priority in the United States is to address the needs of one of the fastest growing yet lowest performing student populations--English learner students (Capps et al., 2005). English learner students come from homes where a non-English language is spoken and need additional academic support to access the mainstream curriculum. These students account for about 10 percent of the preK-12 student population in the United States (Aud et al., 2013). Spanish-speaking students account for 80 percent of the English learner student population in the United States and, because they live disproportionately in poverty and attend schools with higher percentages of racial/ethnic minority students, students from low-income households, and students with low achievement, Spanish-speaking students are at greater risk of low achievement than other English learner students (Capps et al., 2005). This study examined how teachers and school staff administered computer-adaptive assessments of literacy to English learner students in grades 3-5 and how they used the assessments to monitor students' growth in literacy skills. It presents findings that may aid districts in implementing a computer-adaptive assessment of literacy skills for English learner students as well as for other students. Appendix A presents Additional Tables and Figures.
The Professional Linguist: Language Skills for the Real World
Author: Murata, Mary
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Language Skills,Second Language Learning,Modern Languages,Undergraduate Students,Second Language Instruction,Work Environment,Graduate Study,Computer Software,Computational Linguistics,Translation,Electronic Publishing,Dictionaries,Applied Linguistics,Employment Opportunities,Education Work Relationship,Ethics

This chapter reports on a compulsory final year employability skills module for Modern Foreign Languages (MFL) undergraduates at York St John University. The &quot;Professional Linguist&quot; aims to equip students with a range of skills which they may need when entering the workplace, whilst underpinning it with theory which would benefit those wishing to continue into postgraduate study in the field. The module covers a range of skills, from IT-based ones such as use of specialist software, online dictionaries, etc., to discussion of the ethics of recent developments in translation such as fansubbing and machine translation. The module also incorporates other elements including an introduction to interpreting, using the language features in Microsoft (MS) Word and talks from professionals such as subtitlers and project managers in recognition that not all graduates will go on to become translators. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
The Views of the Teachers Related to the Problems the Nursery Class Teachers Encounter in Personnel Services and General Services
Author: Ertör, Eren
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Problems,Qualitative Research,Phenomenology,Preschool Children,Nursery Schools,Teaching Conditions,Working Hours,School Personnel,Inservice Teacher Education,Classrooms,Playgrounds,Interviews,Foreign Countries

In this study, it was aimed to analyze the problems that the nursery school teachers, who worked in primary schools of Ministry of National Education in Agri city center in 2014-2015 academic years, experience in personnel services and general services according to the views of the teachers. In the direction of this purpose, phenomenology design, one of the qualitative researches, was used in the study. The sample of the study consisted of 24 teachers selected from 12 primary schools who had nursery class within itself in Agri city center. The findings of the study are as follow; the students have difficulty in waking up early in the morning in terms of personnel services, the teachers have difficulty as they do not have breaks and recess, the nursery class students utilize the opportunities of the school less because the hour of work is half-day, they have inadequate auxiliary staff, and it was determined in terms of general services that the classroom space is not adequate, the classroom is not heated properly, the materials are inadequate, the classroom does not get proper light, and sharing the classroom with others create problems.
Dede Korkut Tales Can Inspire the Turkish ESL Students to Speak Better English
Author: Yurtbasi, Metin
Date: 2016-06-28
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Language Skills,Literature,Teaching Methods,Higher Education,Pronunciation,Suprasegmentals,Phonetics

Bayburt University's English Language Teaching (ELT) department, is starting its courses as of 2016 fall season, using the Turkish sage Dede Korkut's tales as part of its speech training curriculum. The story &quot;Wild Dumrul&quot; presented in this article is famous in world literature for its theme of &quot;marital love and sacrifice.&quot; Using literary pieces for speech classes is practical as students interpret their content and express their feelings in them by their individual style. English, pronunciation-wise, is the most inconsistent language in the world, hardly bound by any standards. However it is possible to learn to deal with it through a rigorous methodology of awareness and application of its phonetic features. The segmental units such as vowels and consonants and suprasegmental features such as stress, rhythm, linking, pause and pitch must first be learned and practiced for satisfactory performance. IPA transcription reading is a traditional way of bringing out such features into utterance. Many speech errors are avoided or corrected through this methodology. After a meticulous study, the English instructor candidates at Bayburt University ELT department will grasp the basics of phonetics through Dede Korkut's inspiration leading them to a successful speech training career. [Contains an extended abstract presented in Turkish.]
Determination of the Relationship between 8th Grade Students Learning Styles and TIMSS Mathematics Achievement
Author: Yilmaz, Gül Kaleli
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Cognitive Style,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Questionnaires,Statistical Analysis,Correlation,Learning Modalities,Aural Learning,Kinesthetic Perception

In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eighth grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female and the students continue their education in 11 different middle schools in the centre of Bayburt in Turkey. In the research, two data collection tools were used. The first tool is Perceptual Learning Style Preference Questionnaire (PLSPQ) that was developed by Reid (1987) and translated by Bengiç (2008) into Turkish. The second tool is 45-questions achievement test that selected from TIMSS 2011 mathematics questions according to experts' opinions. Frequency, percentage, average, standard deviation, ANOVA and correlation analysis were applied through SPSS for data analysis. The most dominant learning style of the students is auditory and the second one is kinaesthetic learning style. Students' general TIMSS scores vary between 11 and 94 and the average TIMSS achievement score is 43.38. Additionally, it was seen that there is no significant relationship between TIMSS mathematics achievement and learning styles.
Work Placements for Languages Students: A Transformative Experience
Author: Organ, Alison
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Student Employment,Job Placement,Languages,Second Language Learning,Learning Modules,Required Courses,Employment Potential,Career Development,Job Skills,Skill Development,Study Abroad,Case Studies,Student Attitudes,Outcomes of Education,Transformative Learning

A work placement module is compulsory in the second year of most degree programmes at York St John University, as part of an institution-wide strategy to embed employability in the curriculum. As most languages students spend their second year studying abroad, the Languages in the Workplace module was designed in such a way that the setting up of the placement is carried out on the student's own initiative. This case study reports on how the module works and what the students feel they gain from it. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Learning by Teaching: Developing Transferable Skills
Author: Stollhans, Sascha
Date: 2016-00-00
Type: Reports - Research
Subjects: German,Second Language Instruction,Teacher Role,Video Technology,Second Language Learning,Case Studies,Undergraduate Students,Student Projects,Transfer of Training,Teamwork,Communication Skills,Skill Development,Creativity,Foreign Countries,Learner Engagement,Computer Assisted Instruction,Teaching Methods

&quot;Learning by teaching&quot; (German: &quot;Lernen durch Lehren,&quot; commonly abbreviated as &quot;LdL&quot;) is a teaching and learning approach which was developed by the French language teacher Jean-Pol Martin in German schools in the 1980s (Martin, 1985). The method sees students in the role of the teacher, and enhances their learning experience by encouraging them to teach other students and collaborate with fellow learners. This case study presents an ongoing project in which second year students of German at the University of Nottingham plan, design and deliver a teaching session for first year beginners' students. The sessions are either carried out face-to-face or via video tutorials. This is an opportunity for the &quot;student teachers&quot; to apply the knowledge they have acquired within the linguistics module &quot;Fremdsprachen lernen und lehren&quot; (&quot;learning and teaching foreign languages&quot;) in a real-life context and to consolidate their own knowledge of German. The first year students, on the other hand, benefit from their peers' experience, knowledge and enthusiasm. By working on their projects, students have the opportunity to develop a number of transferable skills, such as teamwork, presentation and communication skills, and creativity. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
&quot;Professional Contexts for Modern Languages&quot;: Work Experience and Academic Reflection in a Multilingual Context
Author: Gomez-Cash, Olga
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Modern Languages,Second Language Learning,Second Language Instruction,Cultural Awareness,Summative Evaluation,Student Attitudes,Student Evaluation,Foreign Countries,Departments,Employment Potential,College Faculty,Business Communication,Work Environment,Student Unions,Employers,Peer Relationship,Work Experience,Multilingualism,Student Placement,College Students,Program Descriptions

In the second year module &quot;Professional Contexts for Modern Languages&quot; at Lancaster University, students take 20-25 hour placements, and using a multimodal forum, they articulate their challenges, development and understanding of the varying contexts in which they are working. In summative assessment, students across languages and types of activity communicate and learn from each other so as to foster a broad, cross cultural understanding of language-based professional and business contexts (mainly in educational, digital marketing and translation sectors both in the UK and abroad). The module establishes a mutually productive engagement between a university languages department, faculty employability and central careers staff, the Lancaster University Students Union (that source teaching placements) and local and European employers. Inspired by a vision of modern languages degrees as fostering a global mind-set and cultural intelligence, the course allows us to rethink language learning within a framework of skills for employability. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]