ethanporcaro/eric-fulltext-meta huggingface dataset:
Dominance of Foreign Words over Arabic Equivalents in Educated Arab Speech
Author: Al-Jarf, Reima
Date: 2011-04-00
Type: Speeches/Meeting Papers
Subjects: Linguistic Borrowing,Semitic Languages,Language Usage,Language Attitudes,Second Languages,Preferences,English (Second Language),French,Arabs,Oral Language,Computational Linguistics,Language Tests,Translation,Sociolinguistics,Global Approach,Influence of Technology,History,Social Status,Student Attitudes,Teacher Attitudes,College Faculty,College Students,Educational Attainment,Psycholinguistics,Social Influences,Foreign Countries

The study investigates educated Arab's preference for using foreign words in Arabic oral discourse. A corpus of commonly used English/French words was collected. A sample of language and translation students and faculty was tested and surveyed to find out whether they were familiar with the Arabic equivalents to foreign words commonly used, reasons for preferring to use foreign words, although Arabic equivalents exist, and the effects of this phenomenon on Arabic and education. Results showed that instructors identified 56% of the Arabic equivalents to foreign words on the test, whereas students identified 52%. Students gave more accurate Arabic equivalents. The participants gave historical, sociolinguistic, technological and globalization factors that affect the preference of foreign words to Arabic equivalents, in addition to brevity, poor knowledge of Arabic equivalents, especially new coinages. They think it is more prestigious to use foreign words, &quot;everybody is doing it&quot; and &quot;it's a habit&quot;. Foreign words attract customers' attention more than native words, and more customers can be reached worldwide.
Development of the Narrative Assessment Protocol-2: A Tool for Examining Young Children&apos;s Narrative Skill
Author: Bowles, Ryan P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Narration,Video Technology,Language Acquisition,Literacy,Language Skills,Preschool Children,Picture Books,Scoring,Item Analysis,Factor Analysis,Reliability,Gender Differences,Psychometrics,Measures (Individuals)

Purpose: Narrative skill, a child's ability to create a temporally sequenced account of an experience or event, is considered an important domain of children's language development. Narrative skill is strongly predictive of later language and literacy and is emphasized in curricula and educational standards. However, the need to transcribe a child's narrative and the lack of psychometrically justified scoring methods have precluded broad consideration of narrative skill among practitioners. We describe the development and validation of the Narrative Assessment Protocol-2 (NAP-2), an assessment of narrative skill for children ages 3-6 years, which uses event-based frequency scoring directly from a video recording of a child's narrative. Method: The NAP-2 underwent a rigorous development process involving creation of four wordless picture books and associated scripts and identification of a broad item pool, including aspects of narrative microstructure and macrostructure. We collected two narratives from each of 470 children using the NAP-2 elicitation materials and scored each with the 60 items in the initial item pool. Results: Cross-validated exploratory factor analyses indicated a single narrative skill factor. Rasch measurement analysis led to selection of 20 items that maintained high reliability while having good fit to the model and no evidence of differential item functioning across books and gender. Conclusions: The NAP-2 offers a psychometrically sound and easy-to-use assessment of narrative skill for children ages 3-6 years. The NAP-2 is available freely online for use by speech-language pathologists, educational practitioners, and researchers. [This is the online version of an article published in &quot;Language, Speech, and Hearing Services in Schools.&quot; For the final published version of this article, see EJ1251988.]
Impact on Student Learning: The Contribution of a Professional Development Collaboration
Author: North, Cheryl
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Professional Development,Teacher Effectiveness,Elementary School Teachers,Suburban Schools,State Universities,College School Cooperation,Grade 3,College Graduates,Teacher Education Programs,Mathematics Achievement,Value Added Models,Program Effectiveness

Schools of education are often criticized for not effectively preparing teacher candidates and teacher education research has been criticized for lack of rigor in examining the impact on student learning. Teacher preparation accrediting agencies have responded with requirements for programs to demonstrate the effectiveness of their graduates based on their students' achievement. This has proved challenging for programs that lack access to student achievement data. To examine teacher effectiveness, one mid-size state university devised a strategy using publicly available state data. This case study presents an analysis of the mathematics performance of students as it relates to a Professional Development School program for cooperation between Laurel Woods Elementary School and University of Maryland, Baltimore County (UMBC). With almost 50% of the school's 1st through 3rd grade teachers being UMBC graduates, this analysis of 3rd grade achievement data provides insight into the impact of teacher education graduates on their students' achievement. The study compares Laurel Woods' overall and subgroup data with that of the state. The results indicate that teacher education programs and Professional Development School partnerships can contribute positively to the success of schools where a high proportion of teachers are from one teacher education program. [For the complete Volume 19 proceedings, see ED613922.]
Misspecification in Latent Change Score Models: Consequences for Parameter Estimation, Model Evaluation, and Predicting Change
Author: Clark, D. Angus
Date: 2018-00-00
Type: Journal Articles
Subjects: Robustness (Statistics),Statistical Analysis,Longitudinal Studies,Statistical Bias,Regression (Statistics),Predictor Variables,Change,Goodness of Fit,Accuracy

Latent change score models (LCS) are conceptually powerful tools for analyzing longitudinal data (McArdle &amp; Hamagami, 2001). However, applications of these models typically include constraints on key parameters over time. Although practically useful, strict invariance over time in these parameters is unlikely in real data. This study investigates the robustness of LCS when invariance over time is incorrectly imposed on key change-related parameters. Monte Carlo simulation methods were used to explore the impact of misspecification on parameter estimation, predicted trajectories of change, and model fit in the dual change score model, the foundational LCS. When constraints were incorrectly applied, several parameters, most notably the slope (i.e., constant change) factor mean and autoproportion coefficient, were severely and consistently biased, as were regression paths to the slope factor when external predictors of change were included. Standard fit indices indicated that the misspecified models fit well, partly because mean level trajectories over time were accurately captured. Loosening constraint improved the accuracy of parameter estimates, but estimates were more unstable, and models frequently failed to converge. Results suggest that potentially common sources of misspecification in LCS can produce distorted impressions of developmental processes, and that identifying and rectifying the situation is a challenge.
Community Schools: Supporting One Another as a Blueprint for the Future
Author: Coalition for Community Schools
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Community Schools,COVID-19,Pandemics,Educational Change,Evidence Based Practice,Educational Innovation,Educational Strategies,Social Emotional Learning,Homework,Wellness,Partnerships in Education,Family School Relationship,Family Involvement,Money Management,Family Programs,Volunteers,Emergency Programs

The Coalition for Community Schools (Coalition), as an alliance of national, state and local partners that advocate for community schools, wanted to provide support and a space for community school leaders to share their challenges and successes during the COVID-19 pandemic. Beginning March 17, 2020 through the present, the Coalition conducted over 100 engagements, including town halls, community conversations, and webinars. Each engagement averaged over 200 attendees. A space was created for Community School professionals, youth, families, community leaders, students, educators, and others, to discuss their most pressing challenges, share innovative solutions, and reimagine new ways forward. This blueprint provides examples of how Community Schools effectively responded to the pandemic, highlighting &quot;how&quot; Community Schools operate through collaborative leadership, and offers recommendations for state and local educators, community leaders, and others on how to leverage Community Schools as a core strategy for communities to efficiently and effectively recover while transforming education and accelerating economic mobility.
Strengthening Emergency Aid Programs: Lessons from the CARES Act and the Higher Education Emergency Relief Fund
Author: Schmidt, Julia
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Pandemics,Federal Aid,Federal Legislation,COVID-19,Emergency Programs,Higher Education,Student Financial Aid,Program Implementation,College Students

Through the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act of March 2020, Congress created the first-ever federal emergency aid program for higher education, the Higher Education Emergency Relief Fund (HEERF). In the 2020-21 academic year, MDRC partnered with the National Association of Student Financial Aid Administrators (NASFAA) and NASPA--Student Affairs Administrators in Higher Education to conduct research on the HEERF rollout. The research team surveyed more than 450 college administrators involved in their institutions' emergency aid programs, held two forums with smaller groups of administrators, and conducted four focus groups with college students attending several public and private four-year schools. The research team's findings point to several areas where there is room for improvement to help get funds into the hands of students in need quickly and equitably. These include greater clarity and flexibility in the federal legislation, more effective communication with students by institutions, and a greater focus on equity. The issues and recommendations in this report are excerpted from the full study &quot;An Evaluation of Coronavirus Aid, Relief, and Economic Security Act Funding for Postsecondary Institutions&quot; (ED614105) and may be helpful in the future for policymakers drafting federal legislation or policies for postsecondary emergency aid.
Invest in Teachers First: A Call to Action for Teacher-Focused Investments of Federal Relief Funds
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Aid,Educational Finance,Resource Allocation,Investment,Teacher Shortage,Preservice Teacher Education,Teacher Persistence,Teacher Recruitment,Evidence Based Practice,Elementary Secondary Education

State education agencies are investing new federal relief funds in initiatives such as technology, broadband, summer programming, virtual tutoring, and teacher professional development for e-learning. Research suggests that one of the most significant impacts of the pandemic is exacerbating existing inequality and widening achievement gaps. A condition associated with the American Rescue Plan Act funding is that 20% of district funds must address student learning loss. The COVID-19 learning loss--or, as we call it, learning privilege--is grounded in the fact that some students were able to learn this past year, whereas others were not. Bridging the gap is essential to prevent additional disengagement of students who are behind. Given that the shortage of effective teachers disproportionately impacts students who are at a disadvantage in both schools and society, states are in a critical position to use these funds to address equity and opportunity gaps. Investing in supporting and stabilizing the educator workforce in underserved schools is essential to avoid the risk of widening gaps. Yet, without effective teachers in every classroom, states may not experience the highest gains from their ESSER investments. Simply put, the best way to invest in students is to invest in teachers first. We urge education leaders to make significant, strategic investments in educators to stabilize the educator workforce and address teacher shortages. These investments will be essential to ensuring that all other investments find solid ground.
One Year Later: Relationship between 2015-16 Bachelor&apos;s Degree Recipient Enrollment in Further Education and Pell Grant Receipt. Data Point. NCES 2021-411
Author: Warner-Griffin, Catharine
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Grants,Federal Aid,Bachelors Degrees,Student Financial Aid,Longitudinal Studies,College Graduates,Public Colleges,Private Colleges,Proprietary Schools,Community Colleges,Masters Programs,Doctoral Programs,Educational Certificates,Scholarships

This Data Point uses data from the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&amp;B:16/17). The study is a national survey of students who earned a bachelor's degree during the 2015-16 academic year. Students are surveyed at different time points to study change. The second collection was done in 2017, about 1 year after respondents earned bachelor's degrees. Data include information on enrollment for further education the year after earning bachelor's degrees. Data also include the financial aid status of those students. &quot;Student,&quot; in this Data Point, refers to 2015-16 bachelor's degree earners who sought more education the next year. Figures compare students who had a Pell Grant as undergraduates to those who did not. The following questions are presented and answered: (1) What type of institutions do bachelor's degree earners attend just after graduating? Do institution characteristics differ by Pell Grant receipt?; and (2) Were students who received Pell Grants for their bachelor's degree more or less likely to use scholarships, grants, or federal student loans to finance later education?
Digital Storytelling: Multimodal Meaning Making
Author: Buendgens-Kosten, Judith
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Story Telling,Multimedia Materials,Second Language Learning,Second Language Instruction,Program Descriptions,Language Usage,Task Analysis,Fiction,Computer Software,Learning Motivation,Educational Benefits,Computer Assisted Instruction

Robin (n.d.) defines digital storytelling as &quot;the practice of using computer-based tools to tell stories&quot;, stressing that &quot;they all revolve around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing&quot; (n.p.). While engaging in digital storytelling, learners practise the target language in a potentially highly motivating context, use the target language and other linguistic resources to engage in discussion and negotiation about the process, and in the production of their stories (e.g. in a task-based language teaching tradition); also extending their repertoire of meaning-making resources through practice and reflection. This chapter provides examples of interactive fiction, and discusses how to help students create branching stories with authoring software Twine and the FanTALES project. It then discusses the benefits and potential drawbacks of using digital storytelling. [For the complete volume, see ED612143.]
EFL Freshman Students&apos; Difficulties with Phoneme-Grapheme Relationships
Author: Al-Jarf, Reima
Date: 2019-10-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Phoneme Grapheme Correspondence,Difficulty Level,College Freshmen,Translation,Listening Comprehension,Spelling,Tests,Error Patterns,Phonemes,Graphemes,Auditory Perception,Vowels,Syllables,Morphemes,Foreign Countries,Teaching Methods

36 Saudi EFL freshmen students, at the College of Languages and Translation, took a listening-spelling test in which they filled out 100 blanks in a dialogue. Results indicated that 63% of the spelling errors were phonemic and 37% were graphemic. It was also found that the subjects had more problems with whole words than problems with graphemes and phonemes. Some of the phonemic problems that the subjects had were inability to hear and discriminate all or most of the phonemes in a word, inability to discriminate vowel phonemes and hear the final syllable or suffix. They mostly had graphemic problems with vowel digraphs, double consonants, silent vowels and consonants, and homophones. A simplification process seems to affect students' spelling errors. A detailed account of EFL students' phonemic and graphemic errors in spelling is given.
Exploring the Potential Role of Staff Surveys in School Leader Evaluation. REL 2021-117
Author: Kozakowski, Whitney
Date: 2021-08-00
Type: Reports - Research
Subjects: Administrator Evaluation,Public Schools,Urban Schools,Principals,Teacher Surveys,Public School Teachers,Differences,Institutional Characteristics,Correlation,Reliability,Scores

The Mid-Atlantic Regional Educational Laboratory partnered with the District of Columbia Public Schools (DCPS) to explore the potential use of teacher surveys in school leader evaluation. The DCPS evaluation system, like many others, currently consists of two components: an assessment on how well a school performs on a set of student achievement metrics (such as proficiency on standardized tests) and an assessment by a supervisor of the principal's leadership across multiple domains. Incorporating teacher surveys could provide an additional perspective on principals' leadership and performance. Examining data from two teacher surveys that DCPS has used (Panorama and Insight), the study found that: (1) Most of the domains and scales from the teacher surveys can meaningfully differentiate among schools; (2) School averages of (Insight) survey domains are more similar for adjacent years in which a school had the same leader than when the school leader changed, suggesting principals have effects on these measures; (3) When a school gets a new principal, (Insight) survey domain scores change more than student proficiency rates, suggesting (consistent with theory) that principals may affect teachers more immediately than they affect student outcomes; and (4) All but two of the teacher survey domains and scales have small or moderate correlations with supervisors' ratings of principals' leadership, with values ranging from 0.26 to 0.46. Teacher survey measures are most correlated with three of the domains assessed by DCPS principal supervisors: Instruction, Talent, and School Culture. Overall, our findings suggest that it could be useful for DCPS to use elements of teacher surveys to bring in teachers' perspectives on principals' leadership related to instruction, talent, and school culture. Other districts may also wish to consider employing teacher surveys to gain an additional perspective on principals from staff who interact with the principal every day.
How Eight Rural Districts Came Together to Redefine Postsecondary Success in the Midst of a Pandemic
Author: Heyward, Georgia
Date: 2021-07-00
Type: Reports - Research
Subjects: Rural Schools,School Districts,Postsecondary Education,Success,Career Exploration,COVID-19,Pandemics,Internship Programs,Dual Enrollment,High School Students,Technical Assistance,Cooperative Planning,Coaching (Performance),Board of Education Policy,College Readiness,Career Readiness,Student Diversity,Racial Differences,Ethnicity,Socioeconomic Status

When COVID-19 hit, Holyoke School District was nine months into an ambitious three-year strategy, the Homegrown Talent Initiative (HTI), designed to help rural communities across Colorado better prepare youth for success after high school by offering new career exploration and training opportunities. In the midst of school closings, remote learning, and community hardship, Holyoke found time to finalize its plan. This brief explores how Holyoke and other HTI districts increased youth access to internship and dual enrollment opportunities in the 2020-21 school year, while the pandemic disrupted opportunities like these for students nationwide. We found: (1) Community creation of a new definition of student success deepened districts' commitment to redesigning the high school experience, which propelled them to move forward with ambitious implementation plans; (2) Support from the technical assistance providers helped rural districts cultivate the capacity they needed to maintain progress; and (3) Early efforts to transform district policy and monitor quality moved communities in the direction of sustained, systemic change. [Additional funding for this research was provided by the Gill Foundation and Adolph Coors Foundation.]
The Cultural Impact of Music on Society with a Special Emphasis on Consumerism
Author: Petrušic, Daniela
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Cultural Influences,Music,Consumer Economics,Consumer Education,Music Education,Advertising

Today's society, defined as the consumer society, marks an intertwining of many different cultures influencing the entire population, mostly the young. Cultural studies explore all aspects of culture, including music, and their ultimate goal is to understand the changes occurring within the framework of contemporary culture. Music has its own cultural value and makes a major impact on consumer behavior, creating and shaping the interests, motivations, and desires. Nowadays, consumerism is the dominant form of a consumer society, and it was proven that music is used in a targeted way to increase consumption. In this paper, will attempt to point out the importance of educating young people about quality music and its benefits for the formation of their musical taste. [For the complete Volume 19 proceedings, see ED613922.]
COVID-19 Revealed New Roles for Cities to Create a Continuum of Support for Youth and Families. They Shouldn&apos;t End with the Pandemic
Author: Opalka, Alice
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Local Government,Government Role,Urban Areas,Family Needs,Student Needs,Access to Education,Partnerships in Education,Child Care,Community Programs,After School Programs,Recreational Facilities,At Risk Students,Distance Education,Access to Computers,Enrichment Activities,Summer Programs,School Business Relationship,Group Instruction

As part of CRPE's ongoing exploration of learning pods, we wanted to understand cities' involvement in this new model of learning. We searched city websites to identify learning pods either operated, supported, or promoted by city agencies in the 100 largest cities in the U.S., and found: (1) About one-third (36 percent) of the largest U.S. cities operated or sponsored learning pods during the pandemic; (2) Of learning pods supported or led by city governments, over a third (35 percent) were operated in partnership with other institutions; and (3) Most learning pods are focused on childcare and remote learning support, but some go further to fill gaps they observed in student and family supports. We offer recommendations for what city-led education support should look like post-COVID. In recovery after the pandemic and beyond, city governments could: (1) Act as a sponsor to build quality, connected out-of-school programming across the city; (2) Leverage relationships with local industries to support quality career-connected learning opportunities; and (3) Build city- or CBO-led learning pods as a long-term option.