ethanporcaro/eric-fulltext-meta huggingface dataset:
Feasibility of Digital Multimedia Language Labs for Interpreting Instruction as Perceived by Interpreting Instructors in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Laboratories,Second Language Learning,Second Language Instruction,Translation,Teaching Methods,Foreign Countries,Departments,Multimedia Instruction,Computer Software,Listening Comprehension,Editing,Audio Equipment,Classroom Techniques,Teacher Attitudes,College Faculty,Specialists,Educational Technology,Technical Support,Attitude Change,Technology Integration

The College of Languages and Translation (COLT) prepares translators and interpreters. Some of the courses that the students take are language courses such as listening, speaking, reading, writing, vocabulary, grammar, and 4 types of interpreting courses (simultaneous, consecutive, liaison and sight). COLT has installed 4 multimedia language labs (MLLs) currently used for teaching listening courses, in addition to interpreting courses. Each MLL consists of a teacher's station and 40 student stations each with a computer, headsets, and an audio box. The MLL software consist of XClass, a multimedia classroom management software, a Digital Language Lab Software (DLL) software for improving the students' oral listening skills, and WaveLab Mastering and Audio Editing Software. The presentation aims to find out whether the MLL is feasible for interpreting instruction and factors that affect lack of utilization of MLLs in interpreting instruction at COLT based on the instructors' views. A sample of 10 interpreting instructors and an IT specialist was interviewed. It was found that only 20% use the MLL in interpreting instruction (simultaneous and sight interpreting). By contrast, 80% use the MLLs as a classroom, use the speakers, text on a flash drive and MP3 players. They believe that MLLs are not suitable for teaching consecutive and liaison interpreting. They reported hardware and software problems, instructor-related, student-related, and technical support issues. The study concluded that normalization and attitude change towards new technology, hands-on practice, and availability of technical support on site are crucial in adapting the MLLs to interpreting instruction. The study reports results and some recommendations.
An Investigation on the Scope of the Concept of Biodiversity in Turkey at High School Geography Curriculum
Author: Ince, Ziya
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Curriculum,Textbook Content,Biodiversity,Ecology,Sustainable Development,Interdisciplinary Approach,Curriculum Development,Educational Objectives,High School Students,Foreign Countries,Geographic Concepts,Geography Instruction

One of the definitions of biodiversity, which has many definitions, is the differences between living things or the diversity of life forms in the world. According to another definition, biodiversity is a group of wholes formed by genes, species, ecosystems and ecological events in a region. The importance of biodiversity is gradually increasing nowadays where some living species existing on earth are gradually disappearing. In this context, many disciplines have started to work on this subject. Studies in the fields of biology and science are especially important. On the other hand, although some studies have been done on the subject in the field of geography, studies on the place of biodiversity in geography education are limited. Biodiversity; Turkey has not received the place it deserves due to be reduced to just one unit in the Geography Curriculum. Biodiversity, due to the reduction to only one unit in the Geography Curriculum in Turkey, it has not received its deserved place. Because, when the secondary education geography curriculum is examined, it is seen that only in the first unit of 11th grade includes biodiversity. Likewise, there is only one learning outcome directly related to the subject in the Geography Education Program. Document analysis technique, which is one of the qualitative research methods, was used in our research. In the research, the place of biodiversity subject in secondary education geography curriculum was examined. Within this framework, journals, articles, books of academic value and reports containing statistical data that are published regarding to the topic were reviewed. In this context, many resources published in domestic and foreign languages on the internet has been scanned. In conclusion, in order for the biodiversity of what our country has, to be understood in terms of the whole society, this existence must be well known and assimilated. It gains importance to increase the efforts to transfer the biological diversity that exists in our day to future generations. Geography education is one of the most important factors in order to increase the level of awareness in this regard. In this context, it is important to allocate more space for this subject in different units in the secondary education geography curriculum. [This article was presented as a summary paper at the International Battalgazi Scientific Studies Congress, December 18-20, 2020, Malatya.]
Ready for Success: What Families Want to Know about Starting School in Nebraska
Author: Nebraska Department of Education, Office of Early Childhood
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Readiness,Kindergarten,Educational Policy,School Districts,Board of Education Policy,Parents,Access to Information,School Entrance Age,Parent Role,Web Sites,Child Development,State Standards,Child Health,Social Development,Emotional Development,Daily Living Skills,Language Acquisition,Learning Readiness,Family School Relationship

This booklet is in response to commonly asked questions from parents about preparing for, and entering kindergarten. Some questions parents ask are about district policy. Nebraska has over 200 individual school districts, each having their own board, superintendent, and policies. The Nebraska Department of Education provides guidance and assistance to these districts. Understanding what is state law (such as the entrance age) and what is district policy (such as the early entry assessment procedure) can be confusing. Parents are encouraged to talk with school teachers and administrators for specific guidance. Resources for parents are also presented. [This guide was also produced by the Nebraska Early Childhood Interagency Coordination Council (ECICC). Additional funding was provided by the Nebraska Head Start-State Collaboration Office. For the 2012 version of this guide, see ED602837.]
The Impact of COVID-19 on Entering Students in Community Colleges
Author: Center for Community College Student Engagement
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Community Colleges,Two Year College Students,Online Courses,Distance Education,School Closing,Student Experience,Enrollment,Minority Group Students,Disproportionate Representation,Student Attitudes,Attendance,Barriers,Gender Differences,Family Income,Family Structure,Paying for College,Age Differences,Nontraditional Students,Child Rearing,Racial Differences,Ethnicity,Access to Computers,Internet,Educational Technology,Technology Uses in Education,Coping

Due to the COVID-19 pandemic, most students did not start college in the Fall of 2020 surrounded by other students who were also excited for the journey they were about to collectively undertake. Instead, for the large majority of students, their only interactions with their college campuses were through computer screens--and even for the few who did take classes in person, the campus environment was undoubtedly altered by the pandemic. To understand the impact of COVID-19 on entering community college students, the Center for Community College Student Engagement added a special-focus module to the 2020 administration of the Survey of Entering Student Engagement (SENSE), a survey that asks students about their earliest experiences in college. Using survey findings collected from entering students across 38 colleges during the Fall of 2020, this report illustrates that while most surveyed students' plans about the college they attended and their chosen pathway of study did not change as a result of the pandemic, COVID-19 did create challenges for the most vulnerable students. According to the National Student Clearinghouse, in fall of 2020, community colleges experienced the largest enrollment declines of entering students across all segments of higher education. The largest of those declines were among Native American, Black, and Hispanic students, reflecting other disproportionately negative impacts of the pandemic on these populations.
Chutes or Ladders? Strengthening California Community College Transfer so More Students Earn the Degrees They Seek. Executive Summary
Author: Campaign for College Opportunity
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Equal Education,Access to Education,Minority Group Students,Enrollment Trends,Bachelors Degrees,Educational Attainment,Racial Bias,Ethnicity,College Admission,Admission Criteria,Associate Degrees,College Credits,Costs,Student Characteristics,Institutional Characteristics,Private Colleges,Public Colleges,Proprietary Schools,Graduation Rate,Barriers,Grade Point Average

The California Community Colleges (CCC) are central to the economic strength and social mobility of California and its residents. They serve the majority of undergraduates in California. Each year, over 2 million students attend one of the 116 community colleges across the state, including the online campus--Cal Bright. Like &quot;Chutes and Ladders&quot; players, California community college students who want to transfer to a four-year college or university are trying to make progress, but one bad roll of the dice can set them back several turns. This executive summary for the report &quot;Chutes or Ladders? Strengthening California Community College Transfer so More Students Earn the Degrees They Seek&quot; highlights how the Associate Degree for Transfer (ADT) is improving the transfer pathway, as well as possible improvements and room for growth. [For the full report, see ED613728.]
Implementation Guide for the Framework for Enhancing Student Learning
Author: Ministry of Education (British Columbia)
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Program Implementation,Educational Policy,Guidelines,School Districts,Strategic Planning,Alignment (Education),Capacity Building,Educational Improvement,Long Range Planning,Quality Assurance,Accountability

This Implementation Guide for the Framework for Enhancing Student Learning was developed to support Boards of Education to fulfill the responsibilities as outlined in the &quot;Framework for Enhancing Student Learning Policy&quot; and &quot;Enhancing Student Learning Reporting Order.&quot; This document provides the policy requirements and guidelines for: (1) the development of district strategic plans; (2) the alignment of district annual operational plans; and (3) the creation of the Enhancing Student Learning Report. Also included are promising practices from the sector through short &quot;Sector Talks,&quot; informative learning bursts to complement the components of effective strategic planning and reporting. These &quot;Sector Talks&quot; will continue to be co-created and incorporated into the guide as they become available.
College and Career Access Pathways Legislative Report. 2021 Report
Author: California Community Colleges, Chancellor's Office
Date: 2021-04-21
Type: Reports - Evaluative
Subjects: Community Colleges,Career Development,State Legislation,Educational Legislation,College Attendance,Access to Education,Program Improvement,Educational Trends,Trend Analysis,Program Evaluation,Barriers,Dual Enrollment,Enrollment Trends,College Administration

The California Community Colleges Chancellor's Office is pleased to present the California Community Colleges report on College and Career Access Pathways. This report is submitted by the California Community Colleges Chancellor's Office to satisfy the requirements of Assembly Bill 288 (AB 288) and Assembly Bill 30 (AB 30). It includes an evaluation of College and Career Access Pathways (CCAP) partnerships, an assessment of trends in the growth of special admits and recommendations for program improvements.
Opportunity Costs: Nontuition Financial Barriers Are Derailing Low-Income Students&apos; Path to a College Credential -- and a Shot at Economic Mobility
Author: Sharp, Naomi
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Barriers,Low Income Students,Costs,Student Characteristics,Transportation,Textbooks,Internet,Child Care,Food,Student Employment,Income,Housing,Student Financial Aid,Community Colleges,Two Year College Students,Tuition,Graduation Rate,COVID-19,Pandemics,Part Time Students,Intervention,Student Needs,Hunger,Child Rearing,Resources,Nonprofit Organizations

This report is the latest in a series of studies by the Center for an Urban Future focused on building a more inclusive economy in New York. It is informed by interviews with over 50 experts in college persistence and basic needs access--including staff at community-based organizations (CBOs), faculty and administrators at the City University of New York (CUNY), and student advisors--and over 50 conversations with students at every CUNY community college, as well as an analysis of data from CUNY, New York State's Higher Education Services Corporation, the U.S. Census Bureau's American Community Survey, and the Hope Center at Temple University's #RealCollege Survey. The report concludes with concrete recommendations for how CUNY and policymakers across New York City and State can work together to improve college completion by tackling the non-tuition financial barriers that are holding students back.
The Alabama Coaching Framework
Author: RMC Research Corporation
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Evidence Based Practice,Literacy,Strategic Planning,STEM Education,Educational Improvement,Inclusion,Special Education,Equal Education,Best Practices,Faculty Development

The Alabama Coaching Framework turns superintendent, Dr. Eric Mackey's vision to provide innovative support to teachers into a reality. The framework sets the standard for how coaches in any content area conduct their work in Alabama. This evidence-based framework includes contributions across various areas of expertise within the state department. The framework was created with Implementation Science in mind, and it incorporates elements of the Alabama Strategic Plan. The coaching framework will be the foundation for the work of Alabama literacy coaches, including English Learner coaches hired through the Alabama Literacy Act to support instruction in K-3. The Alabama Math, Science, Technology Initiative (AMSTI) will use the framework in their work with math teachers as the state builds a system of support with the Teachers in Residence program. The framework also supports Governor Ivy's STEM Roadmap recommendation to place a math coach in every elementary school in order to provide embedded evidence-based professional learning. The perspective of the School Improvement Department is included in the framework in order to align the focus of coaching across multiple departments and levels. Underrepresented student populations are not often considered within a coaching framework, but Alabama was diligent to include the voice of special education and specify the importance of coaches' collaboration with teachers to ensure equal opportunities for all students. Content areas will continue to refine their specific departments and add equitable practices and ideas to the framework as the work expands in the future. Coaches using the framework of best practices will make results-driven, data-educated decisions that enhance teaching and learning in Alabama.
Teacher Supply in California, 2019-20. A Report to the Legislature (Submitted Pursuant to AB471 Chap 381, Stats. 1999)
Author: California Commission on Teacher Credentialing
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Credentials,Public Schools,State Legislation,Alternative Teacher Certification,Vocational Education,Specialization,Teacher Qualifications,Teacher Education Programs,Gender Differences,Racial Differences,Teacher Characteristics,Ethnicity,State Universities,Elementary Secondary Education,Internship Programs

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives, and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits, and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2019-20. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. [For the 2018-2019 report, see ED606644.]
How Students with IEP&apos;s and Their Teachers Are Faring in Maine Schools during the COVID-19 Pandemic
Author: Lech, Patricia L.
Date: 2021-03-00
Type: Reports - Research
Subjects: Students with Disabilities,Individualized Education Programs,COVID-19,Pandemics,School Closing,Special Education Teachers,Teacher Attitudes,Teaching Methods,Online Courses,Distance Education,Program Effectiveness,Academic Achievement,Administrator Attitudes,Student Needs,Well Being,Achievement Gains,Individualized Instruction,Peer Influence,Parent Attitudes,Attendance,Barriers,Parent Role,Faculty Workload,Elementary Secondary Education

The goal of the study was to better understand how instruction to students with Individualized Education Plans (IEPs) was delivered during remote learning this past spring and during the fall semester of the 2020-21 school year, and how these vulnerable students have been impacted. Research questions looked at special education teacher impressions of what was effective, the challenges in delivery of remote education, and how student academic progress was affected. Special education teachers and special education directors were also asked how to best help students who fell behind and what additional resources or supports they needed. Teachers reported that most students' well-being and academic progress was lower than expected during emergency remote learning in the spring of 2020. However, special education teachers noted that this fall there were some students who were doing much better in remote learning than they had in traditional learning. They reported having students whose academic progress in school in the fall was greater than expected, and that these outnumbered the students who saw a decline in academic progress. Overall, students' well-being in the fall was similar to pre-pandemic. The most commonly perceived benefits of remote learning for their students with an IEP were more individualized learning (47%, n=66), students feeling less social/peer pressure (44%, n=62), and parent/caregivers better understanding how their student learns (41%, n=58).
Improvements in Math Instruction and Student Achievement through Professional Learning around the Common Core State Standards in Chicago
Author: Allensworth, Elaine
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Improvement,Mathematics Instruction,Mathematics Achievement,Faculty Development,Common Core State Standards,Middle School Mathematics,Educational Policy,Teaching Methods,Curriculum Implementation,Student Attitudes,Outcomes of Education

Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and post-standards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Post-implementation, there were significantly greater improvements in standards-aligned instructional practices, math grades, pass rates and test scores in schools with more extensive professional learning around the standards, especially for students with low initial achievement. We discuss why Chicago might have seen positive results, including the district emphasis on professional learning around the practice standards and its teacher leader model.
An Investigation of the Comparability of Commission-Approved Teaching Performance Assessment Models. Final Report -- Volume II: Appendices. No. 120
Author: Sinclair, Andrea L., Ed.
Date: 2019-12-31
Type: Reports - Research
Subjects: Performance Based Assessment,Preservice Teachers,Models,Scoring Rubrics,Documentation,Comparative Analysis,Surveys,Scores,State Standards,Standard Setting (Scoring)

These are the appendices for the technical report, &quot;An Investigation of the Comparability of Commission-Approved Teaching Performance Assessment Models.&quot; California's Commission on Teacher Credentialing (Commission) requires all programs of preliminary multiple and single subject teacher preparation to use a Commission-approved Teaching Performance Assessment (TPA) as one of the program completion requirements for prospective teacher candidates. Three TPA models were approved by the Commission: (1) the FAST (Fresno Assessment of Student Teachers), owned and operated by California State University, Fresno (Fresno State); (2) the edTPA, owned by Stanford University, with an operational contractor of the Evaluation Systems group of Pearson; and (3) the CalTPA (California Teaching Performance Assessment), originally developed by Educational Testing Service (ETS) and owned by the Commission, revised by a Design Team with an operational contractor, also of the Evaluation Systems group of Pearson. The Commission contracted with the Human Resources Research Organization (HumRRO) to conduct an independent investigation of the comparability of the three TPA models. The investigation occurred between June 2017 and December 2019. Appendices include documentation, surveys, and rubrics. [For Volume I: Technical Report, see ED613793.]