ethanporcaro/eric-fulltext-meta huggingface dataset:
A School's Guide to Servicers: Building Alliances and Expanding Partnerships
Author: TG (Texas Guaranteed Student Loan Corporation)
Date: 2006-00-00
Type: Guides - General
Subjects: Student Loan Programs,Loan Default,Loan Repayment,Institutional Cooperation,Colleges,Federal Regulation

The Council for the Management of Educational Finance (Council) and the Texas Guaranteed Student Loan Corporation (TG) are pleased to provide this guide, one in a series of default aversion resources available to the higher education community. Originally published in 2000 and revised in 2003, this guide has now been updated to reflect recent technologies, processes, opportunities and challenges facing the loan servicing community. It is the intent of the Council that this guide will serve as a means to build alliances and expand partnerships, which are critical to successful and sustainable default aversion efforts. The combined efforts and partnerships will continue to strengthen the industry and provide the means for student success. Institutions that understand and maximize servicer default aversion practices, activities, and tools will increase the overall success of students' ability to fulfill their loan obligations. Included in this guide is an overview of federal due diligence requirements, activities, techniques, and tools that servicers use for delinquency resolution. This guide highlights practices of the servicing, school, and guaranty agency communities that go above and beyond the required due diligence. (Contains 5 figures, a glossary of terms, and a list of resources.) [This report was written in collaboration with the Council for the Management of Educational Finance.]
Rating a Teacher Observation Tool: Five Ways to Ensure Classroom Observations are Focused and Rigorous
Author: New Teacher Project
Date: 2011-00-00
Type: Guides - Classroom - Teacher
Subjects: Teacher Evaluation,Measures (Individuals),Lesson Observation Criteria,Teacher Effectiveness,Expectation,Performance,Learner Engagement,Learning,Educational Objectives,Teaching Methods,Classroom Environment,Classroom Techniques,Student Evaluation,Scoring Rubrics,Evaluation Methods

This "Rating a Teacher Observation Tool" identifies five simple questions and provides an easy-to-use scorecard to help policymakers decide whether an observation framework is likely to produce fair and accurate results. The five questions are: (1) Do the criteria and tools cover the classroom performance areas most connected to student outcomes? (2) Do the criteria and tools set high performance expectations for teachers, or do they settle for minimally acceptable performance? (3) Are the performance expectations for teachers clear and precise? (4) Are the criteria and tools student-centered, requiring evaluators to look for direct evidence of student engagement and learning? and (5) Are the criteria and tools concise enough for teachers and evaluators to understand thoroughly and use easily?
"Met" Made Simple: Building Research-Based Teacher Evaluations. Issue Analysis Report
Author: New Teacher Project
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Evaluation Methods,Teacher Evaluation,Teacher Effectiveness,Teachers,School Districts,Academic Achievement,Observation,Student Surveys,Feedback (Response)

Groundbreaking new findings from the Bill and Melinda Gates Foundation's Measures of Effective Teaching (MET) project hold the potential to answer crucial questions about how to assess teachers' performance. For the past two years, MET researchers have conducted a research project of unprecedented scope, involving 3,000 teachers in six school districts across the country. Using gold standard research methods, they have tested a number of evaluation approaches, including student achievement data, classroom observations, and surveys of students. Their most recent report, "Gathering Feedback for Teaching," provides a wealth of practical implications for improving teacher evaluations. This paper is intended for policymakers who are developing better teacher evaluations and are looking for ways to apply new research findings quickly. It summarizes the lessons from MET and provides recommendations on how these lessons can be applied right now. (Contains 16 footnotes.)
What Data for Data-Driven Learning?
Author: Boulton, Alex
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Second Language Instruction,Second Language Learning,Data,Internet,Search Engines,Researchers,Language Research

Corpora have multiple affordances, not least for use by teachers and learners of a foreign language (L2) in what has come to be known as "data-driven learning" or DDL. The corpus and concordance interface were originally conceived by and for linguists, so other users need to adopt the role of "language researcher" to make the most of them. Despite the alleged advantages of this, it does create a potential barrier for occasional or non-specialist users in particular. While researchers debate the status of the "web-as-corpus", the Internet represents a vast bank of data already familiar to most people; less discussed is the status of "Google-as-concordancer"--another familiar tool. This paper discusses some of the advantages and disadvantages of this approach from a pedagogical perspective. (Contains 4 footnotes.)
Learning Register Variation. A Web-Based Platform for Developing Diaphasic Skills
Author: Allora, Adriano
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Language Variation,Language Usage,Second Language Instruction,Second Language Learning,Computer Assisted Instruction,Computer Mediated Communication,Computational Linguistics,Language Patterns,Computer Uses in Education,Languages for Special Purposes,Language Tests

The present paper shows the first results of a linguistic project devoted to the construction of web learning tools for reinforcing sensitivity to diaphasic varieties and for learning style variation in L2/LS learning. (Contains 1 figure and 1 footnote.) [Support for this research was provided by the VALERE Project.]
The Use of Habitus in Research on Experience and Coach Development
Author: Hassanin, Remy
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Athletic Coaches,Teaching Experience,Professional Development,Communities of Practice,Learning Theories,Athletics,Knowledge Level,Social History,Cultural Relevance

Bourdieu&apos;s concept of habitus has increasingly been used in research in the sports coaching field and offers a useful concept for understanding how experience comes to shape coaching practice. In this article, we begin by outlining the use of habitus in the sports coaching literature and provide a brief description of it and its relationship with his other key concepts: practice and field. We then examine the potential use of habitus in research on coach development, in which we argue for its importance for research on coach development. We close by exploring its use as a methodological tool and how it can be operationalised and used in conjunction with other constructionist concepts.
The Impact of Preparing Mentor Teachers for Mentoring
Author: Ambrosetti, Angelina
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Mentors,Teacher Education Programs,Preservice Teachers,Competence,Supervision,Self Efficacy,Professional Development,Program Effectiveness,Teacher Role,Teaching Methods,Pilot Projects,Surveys,Qualitative Research

Time spent in classrooms is reported to be the component of teacher education degrees that pre-service teachers highly value as it allows them to practise teach in an authentic setting (Brandenburg &amp; Ryan, 2001; Brett, 2006; Graves, 2010; House of Representatives, 2007; Walkington, 2005a). Despite this, the experiences pre-service teachers encounter varies greatly and these experiences can be directly related to their placement and the mentor teacher to whom they are assigned. In the move from a supervisory model to a mentoring model in pre-service teacher education at many universities, the assumption was made that mentoring would assist in resolving the variance in experiences pre-service teachers encounter during their professional placements. However, it has since been found that those who volunteer to mentor a pre-service teacher may not inherently know how to mentor another. In this respect, mentor teachers may not understand the complexities of the nature of mentoring, the roles of mentors and mentees and how mentoring occurs in the pre-service teacher context (Ambrosetti &amp; Dekkers, 2010). In an environment where mentoring and supervision are intertwined, a lack of confidence on the part of mentor teachers about how to provide worthwhile experiences for pre-service teachers will remain if mentoring is neither defined, nor a process of mentoring provided (Hudson, 2004; Walkington, 2005b). This research investigated the role of professional development in the preparation of mentor teachers for their mentoring role. Specifically, this paper presents the findings of a pilot mentoring preparation course that focused on the nature of mentoring, the role of both mentors and mentees as well as the process of mentoring. Data was gathered about changed understandings of mentoring, as well as the changed mentoring practices of the mentor teachers who participated. As such, the findings presented will inform the development of further professional development courses for mentor teachers who intend to mentor pre-service teachers.
Science Education and the Work of Art
Author: Toscano, Maurizio
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Science Instruction,Art Activities,Science Education,Science Teachers,Postmodernism,Inquiry,Science Activities,Art Products,Aesthetics

Martin Heidegger&apos;s seminal essay, &quot;The Origin of the Work of Art&quot;, captures much of what is original and enduring in his philosophical offering. Although his essay takes as its subject the relationship between art, the work of art and the artist; Heidegger&apos;s inquiry covers conceptual ground that is particularly pertinent to science education. More precisely: given the ubiquity and importance of things and equipment in the science classroom, Heidegger&apos;s meticulous inquiry into the nature of &quot;things&quot;, &quot;equipment&quot; and &quot;the work&quot; offers the potential for a re-conceptualisation of science 
education that loosens the grip of traditional accounts. This paper adopts the approach and conclusions put forward in Heidegger&apos;s essay in order to examine philosophically the status of things and equipment in the science classroom. While it draws upon Heidegger&apos;s inquiry into the work of art, it goes beyond his analysis by examining the relationship between science, science education and art, and the special role that science teaching plays in instantiating these connections. In doing so, the paper puts forward the claim that the &quot;work&quot; of the science teacher may be conceived of as &quot;works of art&quot; in the Heideggerian sense; and provides the basis for a postmodern interpretation of science education. (Contains 4 notes.)
Mathematics Competency and Situational Mathematics Anxiety: What are the Links and How Do These Links Affect Teacher Education Programs?
Author: Cooke, Audrey
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Anxiety,Situational Tests,Preservice Teachers,Competence,Correlation,Questionnaires,Knowledge Level,Attitudes,Cognitive Processes

The issue of mathematics anxiety and its possible links to mathematical competence have long been of concern to mathematics educators, particularly with the potential of the effects of mathematics anxiety to be transmitted from teacher to student. Hence it is in the interests of teacher educators to understand the nature of mathematics anxiety and connections that may exist between mathematics anxiety and mathematical competence. This study examines the connections between sitting a mathematics competency test and situational anxiety in a group of 47 pre-service teachers in their first year of study. Data were analysed by grouping the pre-service teachers into one of three groups based on their passing test score (a mark of 80-89% or a mark of 90% and above) or their having not sat the competency test. Results indicate that there were strong correlations between the three groups of pre-service teachers in their overall responses to the anxiety questionnaires. However, when data were considered in terms of situations (working in a group, taking a test, and teaching mathematics) and domains (somatic, knowledge, cognitive, and attitude), differences were evident. The implications of these results and the potential impact on teacher education programs are discussed. An appendix presents examples of the types of questions asked in the online mathematics competency tests. (Contains 1 figure.)
Using Children&apos;s Literature to Build Concepts of Teaching about Global Citizenship
Author: Bradbery, Debbie
Date: 2012-12-00
Type: Speeches/Meeting Papers
Subjects: Global Education,Citizenship Education,Childrens Literature,Elementary School Students,Consciousness Raising,Social Justice,Teaching Methods

Children&apos;s literature can be used to help teachers to build into their teaching programs ways to examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. Developing an understanding of the importance of being a contributor to a fairer, more peaceful, just and sustainable world is vital in helping children to become &quot;global citizens&quot;. Global citizens are those who are willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. After reviewing research literature on the topic and noting the divergent opinions and views available, the author examines ways in which some specific examples of children&apos;s literature can be used to develop a willingness to actively engage in issues of global citizenship in primary aged children and will consider how the use of children&apos;s literature can help to build concepts of teaching about global citizenship in the primary school setting.
&quot;... Then Click on the Correct Answer&quot;: Which Way Ahead for the Field of CALL?
Author: Tschichold, Cornelia
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Computer Uses in Education,Computer Assisted Instruction,Second Language Instruction,Teaching Methods,Vocabulary Development,Welsh,Feedback (Response),Adult Learning

Despite the promise it holds, tutorial CALL has been marginalized within the CALL community. Where the computer is used solely as a tool, the beneficial effects of feedback for language learning are absent. Vocabulary would be one of the areas where tutorial CALL can be of great use to the individual learner. A small study on learning Welsh vocabulary shows some of the areas where feedback in vocabulary CALL could be improved. (Contains 2 tables.)
Revising Writing in an Online Learning Environment
Author: Nikiforou, Eleni
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Revision (Written Composition),College Students,English (Second Language),Writing Skills,Editing,Cooperative Education,Cultural Awareness,Second Language Learning,Educational Technology,Computer Uses in Education,Grounded Theory,Qualitative Research

The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: (1) Do students revise their writing globally or on the surface? (2) Do students co-operate or collaborate to edit their produced text? This paper will report the results from data taken from tertiary EFL students writing collaboratively and/or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research conducted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given to the frequency with which the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions as to whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.
Alabama&apos;s Education Report Card, 2011-2012
Author: Alabama Department of Education
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Public Education,Graduation Rate,Advanced Placement Programs,Attendance,School Safety,Discipline,Educational Indicators,Federal Programs,Accountability,School Effectiveness,Exit Examinations,Reading Tests,Mathematics Tests,Achievement Tests,Academic Achievement,Science Tests,Alternative Assessment,Special Education,National Competency Tests,Teacher Characteristics,Teacher Effectiveness,School Personnel,Certification,Vocational Education,Educational Finance,Expenditures,Income,Expenditure per Student,Low Income Groups,Federal Legislation,Educational Legislation

Educational progress has been moving in the right direction for several years in Alabama. Now, with the implementation of Alabama's own Plan 2020, an even higher level of accountability for students, teachers, administrators, support systems, and schools/school systems, Alabama is poised to experience unprecedented growth. Add to that, the Alabama College and Career Ready standards, one of the most comprehensive sets of standards in the nation, and Alabama is on the cusp of becoming a leader in education reform. From classrooms to boardrooms, the changes being made to align the K-12 experience with the demands and expectations of higher education, business, and industry is unparalleled. Alabama's State Board of Education and the State Department of Education have very clear and specific goals: increasing graduation rates, moving students to proficiency, closing achievement gaps, and making sure their graduates are prepared for college and/or a career without remediation. Accomplishing these goals will ensure that Alabama graduates are prepared for a successful future in an ever-expanding workforce. This publication is a compilation of student, staffing, and funding information in tabulated form for the 2011-2012 school year in Alabama public schools. Information in this 2011-2012 Alabama's Education Report Card meets the requirements of the Code of Alabama (1975), Section 16-3-21 and the No Child Left Behind Act of 2001, Public Law 107-110.
When the Cat Is Near, the Mice Won&apos;t Play: The Effect of External Examiners in Italian Schools. CEP Discussion Paper No. 1191
Author: Bertoni, Marco
Date: 2013-02-00
Type: Reports - Research
Subjects: Standardized Tests,Examiners,Accountability,Grade 2,Grade 5,Scores,Test Score Decline,Supervisory Methods,Supervision,Testing Problems,Testing,Robustness (Statistics),Geographic Regions,Foreign Countries,Academic Achievement,Cheating,Mathematical Formulas,Performance Based Assessment

We use a natural experiment to show that the presence of an external examiner has both a direct and an indirect negative effect on the performance of monitored classes in standardized educational tests. The direct effect is the difference in the test performance between classes of the same school with and without external examiners. The indirect effect is the difference in performance between un-monitored classes in schools with an external examiner and un-monitored classes in schools without external monitoring. We find that the overall effect of having an external examiner in the class is to reduce the proportion of correct answers by 5.5 to 8.5%--depending on the grade and the test--with respect to classes in schools with no external monitor. The direct and indirect effects range between 4.3 and 6.6% and between 1.2 and 1.9% respectively. Using additional supporting evidence, we argue that the negative impact of the presence of an external examiner on measured test scores is due to reduced cheating (by students and/or teachers) rather than to the negative effects of anxiety or distraction from having a stranger in the class. [This research was sponsored in part by the Ministry of italian Universities under contract 2009MAATFS_002.]
Racial Segregation Patterns in Selective Universities. CEP Discussion Paper No. 1219
Author: Arcidiacono, Peter
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Racial Segregation,College Environment,Friendship,African American Students,Background,Racial Relations,Affirmative Action,Colleges,Reputation,Longitudinal Studies,College Freshmen,Racial Factors,Surveys,Educational Attainment,Parent Background,Family Income,College Entrance Examinations,White Students,Hispanic American Students,Asian American Students,Gender Differences,Statistical Analysis

This paper examines sorting into interracial friendships at selective universities. We show significant friendship segregation, particularly for blacks. Indeed, black friendships are no more diverse in college than in high school despite the colleges blacks attend having substantially smaller black populations. We show that part of the reason for the segregation patterns is large differences in academic background coupled with students being more likely to form friendships with those of similar academic backgrounds. Within a school, stronger academic backgrounds make interracial friendships with blacks less likely and friendships with Asians more likely. These results suggest that affirmative action admission policies at selective universities which drive a wedge between the academic characteristics of different racial groups may result in increased within school segregation.