ethanporcaro/eric-fulltext-meta huggingface dataset:
Vital School Professionals Eliminated: Student Health, Career Preparation, Art Exposure Suffer. Executive Summary
Author: Jackson, Victoria
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Music Education,Art Education,Physical Education,Teacher Student Ratio,Enrollment Trends,Librarians,School Counselors,School Nurses,Social Work,Caseworkers,Elementary Secondary Education,Financial Support,Educational Finance,Access to Education,Visual Arts,Trend Analysis,Art Teachers,Music Teachers,Physical Education Teachers,Records (Forms)

Until last year, Ohio had in place a rule requiring a minimum level of staffing for music, visual arts, physical education, counselors, librarians, nurses, social workers and visiting teachers. School districts had to have at least five of these eight positions for every 1,000 students. In March 2015, the State Board of Education eliminated this so-called &quot;5 of 8&quot; staffing rule. To understand how these positions were staffed in the 10 years prior to elimination of the rule, the staffing levels from the 2005-06 to 2014-15 school year were analyzed. This executive summary highlights the key findings from this analysis including: (1) Ohio schools have experienced a 12.3 percent decline in visual art, music and physical education teachers when adjusted for student enrollment. Teacher-to-student ratios have grown substantially across the state; (2) School librarians were especially hard hit with a decrease of 42.6 percent, or 39.7 percent when adjusted for the decline in enrollment; and (3) School counselors, nurses, and social workers did not see reductions once declines in enrollment were taken into account, but each has an educator-to-student ratio much higher than recommended by national authorities. [For the full report, see ED573586.]
Conversation Analysis at the Service of Research in the Field of Second Language Acquisition (CA-for-SLA)
Author: Masats, Dolors
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Discourse Analysis,Second Language Learning,Second Language Instruction,Classroom Communication,Teaching Methods,Observation,Task Analysis,Classification,Educational Research,Elementary School Students,Error Correction,Role Playing,Communication Problems,Barriers

Learning a language in a formal context is not the same as learning a language in a natural setting, in that the goal of one of the participants in the communicative events that occur in the classroom, the teacher, is to teach a language. For this reason, the majority of the actions undertaken by the participants are directed at achieving that goal. That is why observing and analyzing interaction in the classroom becomes a key element in understanding how we learn. This chapter sets out ways this issue is approached through conversation analysis. The transcription symbols used in this chapter are based on conventions developed by the GREIP group (see Moore &amp; Llompart, this volume) and are included in the annex. [A Catalan version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Doing Research with Teachers
Author: Nussbaum, Luci
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Teacher Researchers,Doctoral Programs,Teacher Collaboration,Partnerships in Education,Research Methodology,Educational Practices,Action Research,Educational Innovation,Ethnography,Educational Principles,Multilingualism,Data Analysis,College School Cooperation,Foreign Countries

Research in schools entails a journey of mutual recognition and trust between the researchers and the teaching staff, and a negotiation of give-and-take. The most effective reward for both parties is engaging in a mutually satisfying project in which both the researchers and the teachers occupy complementary spaces--rather than asymmetrical ones--to collaboratively build educational knowledge. For external research teams working in a school, this option represents an excellent opportunity to acquire educational experience, to compare theory and practice, and as a source of inspiration for future investigations. For teachers, it offers a chance to share their professional concerns with colleagues who can help them to reflect upon them, as well as the reward of being a collaborative participant in building didactic knowledge and disseminating it jointly. This chapter aims to construe the process of some of the author's experiences which may be useful for developing teachers and doctoral students who intend to undertake studies in educational institutions on the different facets of language teaching. The second section of the article outlines certain aspects of the collaborative research process between teachers and university researchers, pointing out the differences and similarities between action research, ethnography and conversational approaches to analyzing data, and collaborative research involving teaching and research teams. The third section presents a didactic approach to plurilingualism that addresses the concept of linguistically diverse education, and discusses a model of educational intervention that has been successfully developed by the Grup de Recerca en Ensenyament i Interacció Plurilingüe (GREIP) group and has enabled researchers to gather a body of important data for understanding the process of plurilingual learning. The fourth section puts forward an example of collaborative research. Finally, the chapter concludes with some general considerations. Resources for recommended reading, and web sites with resources are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Collecting, Organizing and Analyzing Multimodal Data Sets: The Contributions of CAQDAS
Author: Antoniadou, Victoria
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Data Collection,Data Analysis,Qualitative Research,Data Processing,Courseware,Computer Software Reviews,Multimedia Materials,Sampling,Research Tools,Educational Practices,Selection Criteria,Computer Software Selection,Research Methodology

Reflecting the inter-connected reality of today's world, contemporary education is striving to keep up with the exponentially rapid changes that individuals around the globe are facing. Innovative educational proposals carry labels such as connective learning (Downes, 2006), e-learning 2.0 (Downes, 2005), education 2.0 (Carr et al., 2008), or social learning 2.0 (Dron &amp; Anderson, 2007). This chapter defines multimodality and discusses processes involved in multimodal data collection and analysis, as well as their bearing on scientifically sound qualitative research, endeavoring to embody a holistic approach. The term multimodality is used in this chapter to describe research in which interaction takes place entirely or partially online. To tackle the practicalities involved in multimodal data collection and analysis, this chapter describes software packages for efficiently managing multimodal data. Readers of this chapter will find a description of Computer-Assisted Qualitative Data Analysis Software (CAQDAS), namely the Transana, Atlas.ti, and NVIVO software packages, their main features, and ways in which they can support efficient storage, management and analysis of vast multimodal datasets. The chapter finishes with some recommendations to guide young researchers in choosing the right software package for their research purposes. Sources recommended for additional reading, and websites with resources are also provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Introduction: Qualitative Approaches to Research on Plurilingual Education
Author: Dooly, Melinda
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Multilingualism,Case Studies,Guides,Research Methodology,Educational Research,Qualitative Research,Teacher Education,Educational Environment,Data Analysis,Ethics,Computer Software

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. The authors of this handbook present some of the ways in which they have navigated through the challenges that their particular research in plurilingual educational contexts entailed. [A Catalan version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Nenets, Khanty and Selkup: The Nenets, Khanty and Selkup Language in Education in the Yamal Region in Russia. Regional Dossiers Series
Author: Laptander, Roza Ivanovna, Comp.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Geographic Regions,Educational Policy,Language Minorities,Language of Instruction,Foreign Countries,Statistical Data,Educational Finance,Multilingualism,Elementary Secondary Education,Higher Education,Vocational Education,Adult Education,Preschool Education,Second Languages,Native Language,Russian,Indigenous Populations,Uncommonly Taught Languages,Ethnic Groups,Teaching Methods,Census Figures,Language Proficiency,Native Language Instruction,Second Language Learning,Language Skill Attrition,Language Maintenance

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included.
North Frisian: The North Frisian Language in Education in Germany, 3rd Edition. Regional Dossiers Series
Author: Walker, Alastair G. H., Comp.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Minorities,Native Language Instruction,Educational Policy,Second Languages,Educational Finance,Statistical Data,Indo European Languages,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Educational Research,Adult Education,Bilingual Education,Language of Instruction,Educational Legislation,Geographic Regions,Language Usage

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. Supplemental data is offered in an appendix. A list of references and further reading is included. [This Regional dossier was originally compiled by Dr Alastair G.H. Walker of the Department of Scandinavian Studies, Frisian Studies and General Linguistics of the University of Kiel, Germany. He updated the dossier in 2014. Unless otherwise stated academic data refer to the school year 2013/2014.]
Ladin: The Ladin Language in Education in Italy, 2nd Edition. Regional Dossiers Series
Author: Verra, Roland, Comp.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Romance Languages,Foreign Countries,Language Minorities,Uncommonly Taught Languages,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Postsecondary Education,Adult Education,Educational Research,Geographic Location,Educational Legislation,Language of Instruction,Language Usage

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a foreword and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [This Regional dossier was originally compiled in 2001 by Alie van der Schaaf and Roland Verra. This second edition was compiled in 2015 and covers academic data for the 2013/2014 school year.]
An Ethnographic Approach to the Study of Linguistic Varieties Used by Young Latin Americans in Barcelona
Author: Corona, Víctor
Date: 2017-00-00
Type: Reports - Research
Subjects: Ethnography,Latin Americans,Spanish,Language Variation,Foreign Countries,Participant Observation,Qualitative Research,Language Role,Self Concept,Interviews,Longitudinal Studies,Computational Linguistics,Student Attitudes,Audio Equipment,Video Technology,Sociolinguistics

This chapter explains part of a broader study. To be specific, it is based on the research the author has been conducting in the city of Barcelona from 2005 through to the present day on what it means to &quot;be Latino&quot; in a youth- and school-based context. The work was essentially inspired by the ethnography of communication and the techniques inherent in it, such as participant observation and gathering different qualitative data.The main objective of this research was to produce a thick description of the role of languages, of linguistic repertoires, in building the social identities of a particular group of young people in Barcelona. The author focused on a group of Latin American youths who had already dropped out of school or were in the process of doing so. Suggestions for recommended reading are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Galician: The Galician Language in Education in Spain, 2nd Edition. Regional Dossiers Series
Author: Costas, Xosé-Henrique, Comp.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Romance Languages,Uncommonly Taught Languages,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,European History,Language of Instruction,Bilingual Education

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists as the information provided assesses developments in European minority language schooling. This regional dossier can be used as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. This dossier contains a glossary, foreword, and an introduction to the region under study, and six sections dealing with a specific level of the education system. Sections eight to ten cover research, prospects, and summary statistics. A list of references and further reading is included. [This Regional dossier was originally compiled in 2001 by Xosé-Henrique Costas in collaboration with Rita Paredes. This second version has been compiled in 2014 and covers academic data for the 2013/2014 school year.]
A Mediated Discourse Analysis (MDA) Approach to Multimodal Data
Author: Dooly, Melinda
Date: 2017-00-00
Type: Reports - Research
Subjects: Discourse Analysis,Communicative Competence (Languages),Student Teachers,Second Language Learning,Second Language Instruction,Language Teachers,Social Media,Computer Mediated Communication,Language Usage,Ethnography,Intercultural Communication,Foreign Countries,International Educational Exchange,Teaching Methods,Course Content,Teacher Education

Just as research in language learning is moving beyond the four walls of the classroom, there is a growing awareness that language use (and simultaneous learning) takes place in increasingly complex and interconnected ways, in particular through the use of technology. This chapter summarizes an investigation into multimodal communicative competences in an online telecollaborative environment in which student-teachers (pupils studying to become foreign language teachers) interacted through diverse social media. Additional sources for more reading are provided. [A Catalan version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Investigating One's Own Teaching Practices Using Action Research
Author: Pascual, Xavier
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Action Research,Teaching Styles,Educational Practices,Intercultural Programs,Classroom Observation Techniques,Questionnaires,Intercultural Communication,Interpersonal Competence,Second Language Instruction,French,Curriculum Research,Linguistic Competence,Control Groups,Experimental Groups,Pretests Posttests,Intervention,Mixed Methods Research,Teaching Methods,Foreign Countries

The aim of the research described in this article, which is an example of action research, is to contribute to new curricular and professional definitions based on a systematic analysis of the possibilities and limitations that arise when working with the intercultural dimension of foreign language classes for adults. Additional sources for recommended reading are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Collecting, Transcribing, Analyzing and Presenting Plurilingual Interactional Data
Author: Moore, Emilee
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Multilingualism,Ethics,Qualitative Research,Guides,Data Analysis,Discourse Analysis,Audio Equipment,Video Technology,Computer Software,Research Methodology,Interaction

Interactional data is often central to research in plurilingual learning environments. However, getting a grip on the processes of collecting, organizing, transcribing, analyzing and presenting audio and/or visual data is possibly the most exciting, but also one of the most challenging things about learning to do qualitative research. Although the entire process is interwoven with other aspects of research discussed elsewhere in this handbook (e.g. ethics, qualitative research design), this chapter attempts to set out some basic recommendations to guide the reader through different stages of what Mortensen and Hazel (2012) have called the &quot;data cycle&quot;. Sources for recommend reading are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Producing Knowledge about Plurilingualism with Young Students: A Challenge for Collaborative Ethnography
Author: Unamuno, Virginia
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Multilingualism,Ethnography,Classroom Environment,Teaching Methods,Learning Processes,Sociolinguistics,Socialization,Spanish,Romance Languages,Foreign Countries,Secondary School Students,Student Research,Researchers,Language Usage,Networks,Cooperation

One of the core concerns of the research undertaken by GREIP has been to develop an interdisciplinary approach to plurilingualism that could be useful in education. This approach was established by taking into consideration, the competences that make it possible to acquire the knowledge, orientations and practices that allow effective participation in a variety of everyday interactions in educational and social contexts (Codó, Nussbaum, &amp; Unamuno, 2007; Nussbaum &amp; Unamuno, 2006). Giving an account of how plurilingualism and, more specifically, plurilingual competences should be managed in the classroom has become a research subject strongly connected with the need to understand complex teaching-learning situations. This chapter concentrates primarily on the methodological aspects of the project. The goal of this chapter is to explore the network of collaboration that was built up throughout the life of the project, mobilizing the various agents who took part in it. The authors believe that it is those relationships that allowed them to progress in identifying and describing the ways that young people categorize school and non-school linguistic practices and give meaning to the socio linguistic context that frames their language socialization. Resources for recommended reading, and websites with resources mentioned are also provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]