ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond the Language Class
Author: Czellér, Mária
Date: 2019-06-08
Type: Reports - Evaluative
Subjects: Languages for Special Purposes,Second Language Learning,Second Language Instruction,Vocabulary Development,Material Development,Higher Education,Curriculum Development,Corporations,Business Communication,Language Usage,Interpersonal Competence,Teaching Methods,Intercultural Communication,Foreign Countries,Employee Attitudes

As economies are inevitably becoming dominated by multinational and global companies, the need for Language for Specific Purposes (LSP) is growing accordingly. Language institutes in higher education are trying to tailor their curriculum to meet the expectations of such companies each with their specific technical vocabulary. While LSP courses are basically successful in providing graduates with the indispensable components of language competencies, the reality is that almost all such corporations have developed their own specific terminology, unfamiliar to LSP at large. This implies that the newly recruited employee is bound to be faced with the prospect of having to master technical jargon peculiar to the given corporate environment. The aim of the present paper is to demonstrate how the advantages of and skills in efficient -- mostly digital -- materials design on behalf of the teacher can be transferred to those having to continue developing vocabulary, communication, and interpersonal skills after the completion of formal training. The need for such methodology is justified by the findings of a survey recently conducted among young employees of multinational companies in a major city in Hungary. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Enhancing Learners&apos; Professional Competence via Duolingo Classroom
Author: Brick, Billy
Date: 2019-06-08
Type: Reports - Research
Subjects: Computer Software,Second Language Learning,Second Language Instruction,French,German,Italian,Portuguese,Spanish,Personal Autonomy,Independent Study,Correlation,Technological Literacy,Introductory Courses,Teaching Methods,Foreign Countries,Translation,Scoring,Computer Assisted Testing,College Students,Student Attitudes

Coventry University Institution Wide Language Programme (IWLP) offers beginners language learning modules to approximately 3,000 students. Each module is taught over 11 weeks for a total of one hour and 40 minutes and two of the weeks are used for in class tests, so tutors generally agree that students need to practise their skills outside the classroom in order to pass the module. One way of doing this was to use the language learning app, Duolingo, which helps students to gradually broaden their linguistic, professional competence, and digital fluency through increased learner autonomy. How effective this approach is, however, has never been measured. The project ran from January to April 2018 and explored whether a correlation exists between regular use of the app by IWLP learners at Common European Framework of Reference (CEFR) level A1 of French, German, Italian, Portuguese, and Spanish, and achieving a high formal coursework assessment mark. The views of both learners and tutors of their experiences of using the software, and the tutor tools provided by Duolingo Schools, will also be canvassed. A virtual classroom was set up within Duolingo Schools for each participating cohort of students and they were encouraged to use the app on a regular basis. The tutor tools allowed the monitoring of how many days learners were active, how many lessons they completed, how many courses they completed, and how many points they were awarded while using Duolingo. These statistics were compared with the overall formal assessment grades on modules and further data was collected at the end of the project from a representative sample of learners (182) and tutors (ten) to establish whether the software influenced module marks. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Enhancing Independent Learning Competence and Grammar Language Learning Strategies
Author: Ghannam, Jumana
Date: 2019-06-08
Type: Reports - Research
Subjects: Second Language Learning,Language Proficiency,Second Language Instruction,Grammar,Learning Strategies,College Students,Cognitive Processes,Competence,Memory,Metacognition,Self Control,Affective Behavior,Social Behavior

In an ever-evolving competitive world, learning a Foreign Language (FL) has become essential. To enhance learners' learning proficiency, learners should be encouraged to build the necessary competence for learning an FL, and this could be done by enhancing the employment of Language Learning Strategies (LLSs), as LLSs constitute an essential aspect of boosting and promoting the learning process (Chamot, 2001; Griffiths, 2003; Griffiths &amp; Oxford, 2014; Oxford, 1990; Rubin, 1975). They have a persuasive and advocate role as an aid for learners to boost and improve their language learning proficiency, and have been explored by researchers since the 1970's. Despite the crucial developments on LLSs since the 1970's, Grammar Learning Strategies (GLSs) are in their infant stage in the field. LLSs researchers have not given as much attention to GLSs as to the other language skills; therefore, GLSs have largely been ignored (Anderson, 2005; Cohen, 2011; Cohen, Pinilla-Herrera, Thompson, &amp; Witzig, 2001; Oxford, Lee, &amp; Park, 2007; Pawlak, 2009a; Pawlak, 2012). For example, Oxford et al. (2007, p. 117) called GLSs the &quot;Second Cinderella&quot; of LLSs research. This paper will report a study that aimed at enhancing independent learning competence through employing GLSs by investigating how FL learners develop their GLSs and how they solve their grammar learning problems using such strategies. Research participants were male and female university students studying different European and non-European languages. The results show the high rate of using cognitive GLSs especially in explicit inductive and explicit deductive learning to promote their independent language learning competence to face their grammar learning difficulties. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Discrete Trial Training (DTT). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Behavior Modification,Training,Evidence Based Practice,Teaching Methods,Stimuli,Preschool Education,Elementary Education

Based on the principles of applied behavior analysis (ABA), discrete trial training (DTT) is used to develop a new response to a stimulus. DTT is based upon the principle of breaking down behavior into discrete steps called a &quot;single teaching unit&quot; or learning trials. Trials are repeated several times with the learner receiving reinforcement for responding correctly. This evidence-based practice (EBP) overview on DTT includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Functional Communication Training (FCT). EBP Brief Packet
Author: National Professional Development Center on Autism Spectrum Disorder (NPDC)
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Communication Skills,Behavior Problems,Behavior Modification,Functional Behavioral Assessment,Reinforcement,Planning,Preschool Education,Elementary Secondary Education

Many learners with autism display inappropriate, maladaptive, and even aggressive behaviors towards others and themselves. Often, these behaviors stem from difficulties with communication, leading to unexpected and often undesirable methods to obtain certain wants, needs, and interests. Functional communication training addresses these interfering behaviors by systematically identifying the function of the behavior and providing a replacement behavior in the form of appropriate communication that will enable the learner to get his or her needs met in a more acceptable way. This evidence-based practice (EBP) overview on FCT includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Functional Behavior Assessment (FBA). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Functional Behavioral Assessment,Behavior Problems,Behavior Modification,Autism,Pervasive Developmental Disorders,Preschool Education,Elementary Secondary Education,Planning

At times, all children and youth can struggle with challenging behavior. If a challenging behavior interferes with the learner's ability to learn, then a functional behavior assessment (FBA) is needed. FBA can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child's development. An FBA assists the IEP [individualized Education Program] team in understanding the function or purpose of a specific interfering behavior. Data collection is an essential component of FBA. This evidence-based practice (EBP) overview on FBA includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Modeling (MD). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Behavior Problems,Behavior Modification,Planning,Modeling (Psychology),Prompting,Preschool Education,Elementary Secondary Education

Modeling (MD) can be used to increase a learner's ability to perform a target behavior. Modeling involves the learner observing someone correctly performing a target behavior. The demonstration of the behavior &quot;before&quot; the learner is expected to demonstrate the behavior serves as a primer for the behavior. In addition, modeling can be used as a prompt in order to provide extra support to the learner after the direction has been provided and the child is trying to use the behavior. Modeling is most effective when it is used with the evidence-based practices of prompting and reinforcement. This evidence-based practice (EBP) overview on Modeling (MD) includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Naturalistic Intervention (NI). EBP Brief Packet
Author: Amsbary, J.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Preschool Education,Elementary Secondary Education,Behavior Modification,Intervention,Applied Behavior Analysis,Behavior Problems,Skill Development

Naturalistic intervention (NI) originates from applied behavior analysis, which is the use of behavioral techniques to teach learners specific skills. Naturalistic intervention (NI) integrates the principles of applied behavior analysis (ABA) into the natural environment, or into a learner's everyday routines and activities so that the acquired skills may be more easily generalized. This evidence-based practice (EBP) overview on NI includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Can Students Be Knowledge Creators? A Case Study
Author: Whittle, Ruth
Date: 2019-06-08
Type: Reports - Research
Subjects: Student Attitudes,College Faculty,Student Research,Researchers,Student Responsibility,Photography,German,Teacher Student Relationship,Student Evaluation,Test Format,Second Language Instruction,College Students

Enthused about Healey's (2017) concept of approaching student learning as a creative process in which students could be partners (see also Healey, Flit, &amp; Harrington, 2016; Healey &amp; Jenkins, 2009), I redesigned one of my existing courses to follow this approach. My case study explores how I introduced students to the concept, the methodology I used to define what research should look like on the course, and how I harnessed students' choices to minimise the potential risks involved for them as well as for myself as a teacher. This is followed by a report on student feedback as well as further reflections on how to redesign learning outcomes and align the assessment format to those outcomes. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Peer-Mediated Instruction and Intervention (PMII). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Peer Teaching,Intervention,Peer Influence,Social Development,Interpersonal Competence,Autism,Pervasive Developmental Disorders,Preschool Education,Elementary Secondary Education

Several terms used to describe Peer-Mediated Instruction and Intervention (PMII) include: &quot;Peer Modeling,&quot; &quot;Peer Initiation Training,&quot; &quot;Direct Training for Target Student and Peer,&quot; &quot;Peer Networks,&quot; and &quot;Peer Supports.&quot; Peer-mediated instruction and intervention (PMII) can address social concerns by training peers how to initiate and respond to social interactions of learners with ASD. With a foundation in behaviorism and social learning theory, PMII involves systematically teaching peers without disabilities, ways of engaging learners with ASD in positive and meaningful social interactions. This evidence-based practice (EBP) overview on PMII includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Intercultural Competence in the Language Classroom
Author: Minoia, Marilena
Date: 2019-06-08
Type: Reports - Research
Subjects: Cultural Awareness,Second Language Learning,Foreign Countries,College Students,Italian,Learning Activities,Perspective Taking,Critical Thinking,Intercultural Communication

The globalised world in which we live demands multilingual and cross-culturally aware professionals. The role of intercultural awareness is now, more than ever, crucial in the language classroom in order to allow students to become competent and independent adults who will be highly employable beyond graduation. The recently published Companion Volume (Council of Europe, 2018) of the Common European Framework of Reference (CEFR) points out the impact of interculturality on the learner by saying that &quot;the learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develops interculturality. The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how&quot; (Council of Europe, 2001, p. 43). This paper reflects on the notion of interculturality and gives an overview of the methods used in a class of students from China to foster intercultural awareness. The range of activities implemented, the students' view on the practice and limitations of the project will also be presented. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Completing College: A National View of Student Completion Rates -- Fall 2012 Cohort (Signature Report No. 16)
Author: Shapiro, Doug
Date: 2018-12-00
Type: Numerical/Quantitative Data
Subjects: Geographic Location,Postsecondary Education,Higher Education,Racial Differences,Ethnicity,College Graduates,Graduation Rate,Public Colleges,Private Colleges,Enrollment,Two Year Colleges,Full Time Students,Part Time Students,College Transfer Students,Gender Differences,Age Differences

This seventh annual report on national college completion rates offers a look at the six-year outcomes for students who began postsecondary education in fall 2012. It looks at the various pathways students took toward degree completion, as well as the completion rates through Spring 2018 for the different groups of students who followed each pathway. Major findings: (1) Steady Increase in Four-year and Two-year Completion Rates; (2) Despite Persistent Completion Gap, Strong Gains for Black and Hispanic Students; (3) Increases in Completion Rates at Four-Year Institutions for Students Who Started at Two-Year Public Institutions; and (4) Increases in Completions at the Starting Institution. [For the supplement to this report &quot;Completing College: A State-Level View of Student Completion Rates -- Fall 2012 Cohort (Signature Report No. 16a),&quot; see ED595342.]
Completing College: A State-Level View of Student Completion Rates -- Fall 2012 Cohort (Signature Report No. 16a)
Author: Shapiro, Doug
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Geographic Location,Postsecondary Education,Higher Education,Racial Differences,Ethnicity,College Graduates,Graduation Rate,Public Colleges,Private Colleges,Enrollment,Two Year Colleges,Full Time Students,Part Time Students,College Transfer Students,Gender Differences,Age Differences

As a supplement to &quot;Completing College: A National View of Student Completion Rates -- Fall 2012 Cohort (2018),&quot; hereafter &quot;Completing College,&quot; this report focuses on six-year student outcomes by state. Three sets of tables organized by institution type display the results, presenting each state's outcomes for students who started postsecondary education at four-year public institutions, two-year public institutions, and four-year private nonprofit institutions. Each set of tables provides state-level overviews of college completion outcomes. For the first time this year, outcomes by race and ethnicity are also reported for four-year public institutions. [For the full report &quot;Completing College: A National View of Student Completion Rates -- Fall 2012 Cohort (Signature Report No. 16),&quot; see ED595341.]
Completing College: Eight Year Completion Outcomes -- Fall 2010 Cohort. Supplemental Feature. (Signature Report No. 12c)
Author: Shapiro, D.
Date: 2019-02-00
Type: Reports - Research
Subjects: Graduation Rate,College Graduates,Outcomes of Education,Public Colleges,Two Year Colleges,Private Colleges,Gender Differences,Enrollment Trends,Racial Differences

This supplemental feature to the National Student Clearinghouse Research Center's &quot;Signature Report on College Completions&quot; released in December 2016 (ED580301), contains an analysis of the eight-year completion outcomes for the fall 2010 cohort. In the Center's previous signature reports on college completions, a brief analysis of the eight-year outcomes following the main discussion of six-year outcomes is provided. In response to the growing need for educational researchers to extend the time period given for graduation rate analyses, the Signature Report series on College Completions will now include an expanded examination of the eight-year completion outcomes as a supplemental feature. Among the key findings are: (1) The national total completion rate for the fall 2010 cohort increased 5.6 percentage points, from 54.8 percent at the end of six years to 60.4 percent at the end of eight years; (2) Four-year public and two-year public institution starters had fairly similar completion gains; (3) Two-year public starters had the highest proportion of completions at a different institution (36.8 percent of all completions) by the end of eight years in comparison to four-year public (24.1 percent) and four-year private nonprofit starters (20.3 percent); and (4) The completion rate increased approximately 6 percentage points for both men and women. Overall, women complete a credential at higher rates than men, where the six-year completion rate for women (58.2 percent) is higher than the eight-year completion rate for men (57.4 percent).
Top NTACT Resources for Teachers
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Evidence Based Practice,College Readiness,Career Readiness,Student Needs,Transitional Programs,Special Education Teachers,Educational Practices,Predictor Variables,Success,Alignment (Education),Annotated Bibliographies,Mental Health,Employment Qualifications,Transportation,Travel,Access to Education,School Community Relationship,School Business Relationship,Taxonomy,Experiential Learning

The National Technical Assistance Center on Transition (NTACT) assists State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. As a part of these efforts, NTACT creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. This document describes 10 resources as some of the most useful for both general education and special education teachers.
Top NTACT Resources for New Special Education Teachers
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Evidence Based Practice,College Readiness,Career Readiness,Student Needs,Transitional Programs,Special Education Teachers,Educational Practices,Predictor Variables,Success,Mental Health,Employment Qualifications,Transportation,Travel,Access to Education,School Business Relationship,Taxonomy,Lesson Plans,Training,Secondary School Students

The National Technical Assistance Center on Transition (NTACT) assists State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment. As a part of these efforts, NTACT creates, organizes, and disseminates information to help districts, schools, and teachers support students with disabilities in order to help them achieve positive in-school and post-school outcomes. The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. This report describes 10 resources as some of the most useful for new special education teachers.