ethanporcaro/eric-fulltext-meta huggingface dataset:
Escuela Normal de Costa Rica (Normal School of Costa Rica): History and Legacy
Author: Carvajal-Jiménez, Vivian
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Education Programs,Educational History,World History,Postsecondary Education,Secondary Education,High Schools,Higher Education,Preservice Teacher Education

On the centennial of Escuela Normal de Costa Rica (Normal School of Costa Rica), this paper discusses its role and its legacy in teacher training. It is structured in three parts. First, it presents a brief historical background on the origin and profiles of normal schools in several parts of the world. Second, it describes the development of Escuela Normal in Costa Rica, refers to various personalities and significant elements that set the course and reputation of this institution, and emphasizes its key role in the humanistic training of teachers, which helped lay the foundations of the Costa Rican educational development. Finally, it presents some remarks about the education legacy of this fine institution, which has remained to this date - particularly in tertiary education - within the teacher training career at the Universidad Nacional (National University), major historical heir of Escuela Normal.
Curricular Model of National Institute of Technology of Mexico (Tecnológico Nacional de México)
Author: Gamino-Carranza, Arturo
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Quality,Technical Education,Curriculum Development,Course Descriptions,Professional Education,Educational Practices,Teaching Methods,Learning Strategies,Foreign Countries,Educational Innovation,Curriculum Design,Higher Education,Engineering Education

&quot;National Institute of Technology of Mexico&quot; (in Spanish: &quot;Tecnológico Nacional de México&quot;) as a decentralized body of the Mexico Ministry of Public Education, which has 266 affiliated institutes throughout the country and serves an enrollment of 556,270 students, seeks to offer top quality education geared towards the needs of the social, scientific, technological, economic, cultural and human development of Mexico. In this context, this article describes the definition of the curricular model used. This model is based on the idea of the syllabus as an integrated training project, which underlies on the concepts of professional training, learning and educational practice, providing sense and meaning to the educational content, tasks of teachers and students, learning and teaching strategies, educational products and processes, as well as, design, implementation, development, monitoring and assessment of academic programs. Currently, this model has designed and innovated 43 study plans with a focus on competence, which multiplied by the number of times offered in 266 schools, added more than 1,300 educational programs across the country. It is worth mentioning that for the design and innovation of these programs more than 35 national meetings were held in Mexico with the involvement of over 4,500 teachers. This model allows a greater flexibility, knowledge and know-how integration, and thus, promote continuous student learning, boosts the development of professional competencies for knowledge application and real problem-solving through the fulfillment of projects and promotion of ethical training as well as the encouragement of environmental care.
Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review
Author: Cervantes-Duarte, Luisa
Date: 2016-00-00
Type: Journal Articles
Subjects: War,Conflict,Educational Practices,Barriers,Declining Enrollment,Retrenchment,Family Structure,Social Problems,Skills,Social Environment,Population Trends,Teacher Qualifications,School Counselors,Foreign Countries

This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students' parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 -date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the &quot;multivocal review&quot; as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.
The Application of a Digital Educational Resource to the Learning Difficulty of Subtraction: A Case Study
Author: Margalef-Ciurana, Immaculada
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Disabilities,Mathematics Achievement,Elementary School Students,Elementary School Mathematics,Subtraction,Teaching Methods,Educational Technology,Technology Uses in Education

The lack of an adequate and organized transfer of steps in the subtraction process results in a learning difficulty of this operation in elementary school. The objective of this study is to show how the use of a digital educational resource can help improve the mathematical performance of children with dyscalculia. In particular, how the systematic application of a digital resource improves the resolution of subtraction, compared to the resolution of such operation without it. The study was carried out by applying a learning sequence of systematized subtraction and adapting it to the specific difficulties of the student and then selecting a motivating digital resource. Our results suggest that the use of this resource has made outstanding contributions to the achievement of this mathematical operation. It is recommended to carry out studies in this line to contribute to improving the learning process of school children with these difficulties.
Moving towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School
Author: Plata-Ramírez, José Miguel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,English Language Learners,Elementary School Students,Communities of Practice,Student Participation,Second Language Learning,Identification (Psychology),Teacher Role,Language Teachers,Student Experience

This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: &quot;legitimate peripheral participation&quot; (Lave &amp; Wenger, 1991) and &quot;collaborative relations of power&quot; (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown's mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria's experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students' learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.
Teaching English as a Second Language at a University in Colombia That Uses Virtual Environments: A Case Study
Author: Vega-Carrero, Sandra
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Simulation,College Students,Online Courses,College Second Language Programs,Environmental Influences,Learning Processes,Student Attitudes,Technological Literacy,Foreign Countries,Grammar,Language Skills,Case Studies

This article presents the results of a research study conducted with college students at a University in Colombia that offers an online program of English as a Foreign Language. The goal of this study was to understand the students' perceptions. It mainly responded to the following research questions: Why do these students participate in an EFL online program? What are their perspectives about the methodology used in the virtual environment to learn a second language? What are their perspectives about the environmental factors involved in the learning process? And how are technical factors influencing the online learning process? This study used a qualitative research method. A questionnaire-based survey method was used for data collection. The population participating in this research was selected randomly, and the participants were promised anonymity prior to the completion of the questionnaire. It was found that online students master technology while learning in a virtual environment. In addition, students perceived that, with the activities promoted in the e-learning environments, they increased their vocabulary skills. Also their grammar and reading skills tended to improve considerably. However, students perceived that the interaction between them and their instructors should increase, so they would have the possibility of answering their questions and strengthening their speaking and writing skills.
Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program
Author: Carvajal-Espinoza, Jorge
Date: 2016-00-00
Type: Journal Articles
Subjects: Translation,Spanish,English,Mathematics Tests,Test Items,English Language Learners,Hispanic American Students,Grade 4,Elementary School Students,Test Bias,Factor Analysis,Structural Equation Models

When tests are translated into one or more languages, the question of the equivalence of items across language forms arises. This equivalence can be assessed at the scale level by means of a multiple group confirmatory factor analysis (CFA) in the context of structural equation modeling. This study examined the measurement equivalence of a Spanish translated version of a statewide Mathematics test originally constructed in English by using a multi-group CFA approach. The study used samples of native speakers of the target language of the translation taking the test in both the source and target language, specifically Hispanics taking the test in English and Spanish. Test items were grouped in twelve facet-representative parcels. The parceling was accomplished by grouping items that corresponded to similar content and computing an average for each parcel. Four models were fitted to examine the equivalence of the test across groups. The multi-group CFA fixed factor loadings across groups and results supported the equivalence of the two language versions (English and Spanish) of the test. The statistical techniques implemented in this study can also be used to address the performance on a test based on dichotomous or dichotomized variables such as gender, socioeconomic status, geographic location and other variables of interest.
Effectiveness of Touch Math Technique: Meta-Analysis Study
Author: Kot, Mehtap
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Special Needs Students,Mathematics Achievement,Visual Stimuli,Instructional Effectiveness,Multisensory Learning

This research was carried out in order to establish a general opinion on the effect of the teaching technique, which is referred to as the Touch Math, on the academic achievement of special needs students in mathematics courses. To this end, graduate thesis, doctoral dissertation and articles, which were made between 1990-2017, and which have statistical data that can be included in the meta-analysis study in accordance with the research problem, have been examined in national and international databases. For the collection of data, the inclusion criteria were determined and the coding form was prepared. Within the scope of the research, 11 researches have been examined and the researches that are appropriate to the inclusion criteria have been combined with the meta-analysis method. Descriptive analysis and meta-analysis findings of the study show that the touch math technique is effective in teaching acquisition addition skills of children with special needs.
Phillipson&apos;s Linguistic Imperialism Revisited at the Light of Latin American Decoloniality Approach
Author: Barrantes-Montero, Luis Guillermo
Date: 2018-00-00
Type: Journal Articles
Subjects: Civil Rights,Second Languages,Language Minorities,Criticism,English (Second Language),Second Language Learning,Second Language Instruction,Books,Literature,Language Teachers,Teaching Methods,Power Structure,Language Attitudes,Critical Thinking,Foreign Policy,Foreign Countries,Language Role

A summary of the book &quot;Linguistic Imperialism,&quot; by Phillipson (1992) is presented here. The purpose is to highlight its current scope and permanent values in consonance with intuitions, criticism and alternatives proposed by Latin America Modernity/coloniality Group. Criteria of analysis are based on a re-reading of the work in the light of the decolonial perspective, with the aim of proposing pedagogical insights which guide language and literature teachers in approaching their study contents with a critical vision. The idea is to remark the role of English Language Teaching for the maintenance of power structures and for its potential for creating new epistemological approaches to language teaching and learning. An epistemological turnaround in the linguistic formation of future educational personnel is a must for that end.
Higher-Order Asymptotics and Its Use to Test the Equality of the Examinee Ability over Two Sets of Items
Author: Sinharay, Sandip
Date: 2018-05-22
Type: Reports - Research
Subjects: Test Items,Ability,Mathematics,Item Response Theory,Measurement,Change,Hypothesis Testing,Cheating

In educational and psychological measurement, researchers and/or practitioners are often interested in examining whether the ability of an examinee is the same over two sets of items. Such problems can arise in measurement of change, detection of cheating on unproctored tests, erasure analysis, detection of item preknowledge etc. Traditional frequentist approaches that are used in such problems include the Wald test, the likelihood ratio test, and the score test (e.g., Fischer, 2003; Finkelman, Weiss, &amp; Kim-Kang, 2010; Glas &amp; Dagohoy, 2007; Guo &amp; Drasgow, 2010; Klauer &amp; Rettig, 1990; Sinharay, 2017). This paper shows that approaches based on higher-order asymptotics (e.g., Barndorff-Nielsen &amp; Cox, 1994; Ghosh, 1994) can also be used to test for the equality of the examinee ability over two sets of items. The modified signed likelihood ratio test (e.g. Barndorff-Nielsen, 1986) and the Lugannani-Rice approximation (Lugannani &amp; Rice, 1980), both of which are based on higher-order asymptotics, are shown to provide some improvement over the traditional frequentist approaches in three simulations. Two real data examples are also provided. [This is an advance online version of an article published in &quot;Psychometrika.&quot;]
Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Higher Education, 2015-2016
Author: Federal Student Aid (ED)
Date: 2014-12-00
Type: Guides - Non-Classroom
Subjects: Federal Aid,Student Financial Aid,High Schools,School Counselors,College Bound Students,Grants,Veterans Education,Work Study Programs,Student Loan Programs,Vocational Rehabilitation,Tax Credits,Allied Health Personnel,Military Personnel,State Aid,Private Financial Support,Scholarships,Tuition,Money Management,Eligibility,Intellectual Disability,Needs Assessment

The 2015-16 &quot;Counselors and Mentors Handbook on Federal Student Aid&quot; provides useful information to help high school counselors, TRIO and Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) staff, and other mentors advise students about financial aid for postsecondary education. This book focuses on the federal student aid program administered by the U.S. Department of Education. This handbook includes the following sections: (1) The Federal Student Aid Programs; (2) Application Process for Federal Aid; and (3) Completing the &quot;Free Application for Federal Student Aid&quot; (&quot;FAFSA&quot;®).
Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Higher Education, 2017-2018
Author: Federal Student Aid (ED)
Date: 2017-04-00
Type: Guides - Non-Classroom
Subjects: Federal Aid,Student Financial Aid,High Schools,School Counselors,College Bound Students,Grants,Veterans Education,Work Study Programs,Student Loan Programs,Vocational Rehabilitation,Tax Credits,Allied Health Personnel,Military Personnel,State Aid,Private Financial Support,Scholarships,Tuition,Money Management,Eligibility,Intellectual Disability,Needs Assessment,Sexual Abuse,Income,Parents

The 2017-18 &quot;Counselors and Mentors Handbook on Federal Student Aid&quot; provides useful information to help high school counselors, TRIO and Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) staff, and other mentors advise students about financial aid for postsecondary education. This book focuses on the federal student aid programs administered by the U.S. Department of Education. This handbook includes the following sections: (1) The Federal Student Aid Programs; (2) Application Process for Federal Aid; and (3) Completing the &quot;Free Application for Federal Student Aid&quot; (&quot;FAFSA&quot;®). [For the previous report, &quot;Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Higher Education, 2015-2016,&quot; see ED588036.]
The Condition of College &amp; Career Readiness 2015: Hispanic Students
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Readiness,Career Readiness,Occupations,High School Graduates,Academic Aspiration,STEM Education,Academic Achievement,College Entrance Examinations,Student Participation,Racial Differences,Ethnicity,Intellectual Disciplines,Course Selection (Students),Benchmarking,Majors (Students)

Since 2011, &quot;Excelencia&quot; in Education and ACT have collaborated to report on the academic readiness of Latino students. This year's report provides a national snapshot of academic performance among Hispanic students in the high school graduating class of 2015 who took the ACT® test. While it benchmarks Hispanic students' college and career readiness, it also describes how the US educational system serves this large and growing proportion of today's students and future employees. The report is designed to help educators understand and answer the following questions: (1) Are your students graduating from high school prepared for college and career? (2) Are enough of your students taking core courses necessary to be prepared for success, and are those courses rigorous enough? (3) What are the most popular majors/occupations, and what does the pipeline for each look like? and (4) What other dimensions of college and career readiness, outside of academic readiness, should educators measure and track?
Hispanic-Serving Institutions (HSIs): 2014-15 at a Glance
Author: Excelencia in Education
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,College Students,Colleges,Racial Composition,Geographic Location,Enrollment,Racial Differences,Ethnicity,Graduate Study,Undergraduate Study,Institutional Characteristics,Public Colleges,Private Colleges,School Location

Hispanic-Serving Institutions (HSIs) are a critical group of institutions enrolling and graduating Latino students. HSIs are defined in federal law as accredited and degree-granting public or private nonprofit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment. This compilation provides ten one-page fact sheets on HSIs for 2014-15 using Excelencia in Education's analysis of U.S. Department of Education, National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2014-15 institutional characteristics and fall enrollment surveys.
The Condition of College &amp; Career Readiness 2014: African American Students
Author: ACT, Inc.
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: College Readiness,Career Readiness,African American Students,College Entrance Examinations,Academic Achievement,Academic Aspiration,Academic Persistence,High School Graduates,Academic Standards,Achievement Tests,Alignment (Education),Benchmarking,College Bound Students,Comparative Analysis,Core Curriculum,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,Higher Education,Mathematics Instruction,Occupational Aspiration,Postsecondary Education,Race,Scores,State Standards,Student Behavior,Tables (Data),Reading Instruction,Science Instruction,Secondary Education,Asian American Students,American Indian Students,Hispanic American Students,Pacific Islanders,White Students

The &quot;Condition of College &amp; Career Readiness 2014&quot; is ACT's annual report on the progress of the graduating class relative to college readiness. This report provides a national snapshot of academic performance among African American students in the high school graduating class who took the ACT® college readiness assessment and addresses questions of critical importance to our nation. This year, 57% of the graduating class took the ACT® college readiness assessment. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of readiness levels as well as offering a glimpse of the emerging educational pipeline. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education: (1) Are African American students prepared for college and career?; (2) Are enough African American students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger African American students on target for college and career?; (5) What other dimensions of college and career readiness should be tracked?; and (6) Are African American students who are ready for college and career actually succeeding? [UNCF collaborated on this report with ACT, Inc.]