ethanporcaro/eric-fulltext-meta huggingface dataset:
The EUROCALL Review, Number 18
Author: Gimeno, Ana, Ed.
Date: 2011-03-00
Type: Collected Works - Serial
Subjects: Educational Technology,Information Technology,Foreign Countries,Interference (Language),Programming,Monolingualism,Book Reviews,Greek,Graduate Students,Vocabulary Development,Spanish,Medicine,Computer Software,Research and Development,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,English (Second Language),Teaching Methods,Metalinguistics,Pronunciation,Languages for Special Purposes,Films,Foreign Students,Cooperation

&quot;The EUROCALL Review&quot; is published online biannually by the European Association for Computer-Assisted Language Learning (EUROCALL). This issue offers regular sections on: (1) up-to-date information on Special Interest Groups; (2) reports on on-going CALL or CALL-related R&amp;D projects in which EUROCALL members participate; (3) reports and reviews of examples of good practice in language learning website development; and (4) reviews of new books, CALL software, etc. This issue contains the following articles: (1) Languages Open Resources Online (LORO)--Fostering a culture of collaboration and sharing (Anna Comas-Quinn, Tita Beaven, Christine Pleines, Helene Pulker and Bea de los Arcos); (2) Doorway to Research: Issues in the Development of an Interactive Website for International Graduate Students (Karen Woodman and Susan Gasson); (3) e-PBL: your tablet for effective Medical Spanish learning (Ana Nino); (4) Effectiveness of CALL in Teaching Modern Greek as a Second or Foreign Language in Higher Education (Georgia Kafka); (5) Localisation Education Activity Programme (LEAP) (Dimitra Anastasiou, Naoto Nishio and Enda Quigley); (6) Enhancing ESL students' vocabulary acquisition through a meaningful filmmaking project (Jia Li and Brenda McComb); (7) Managing the monolingual mindset. SWANS: an authoring system for raising awareness of L2 lexical stress patterns and for inhibiting mother-tongue interference (Anthony J. Stenton); (8) Book review: Task-Based Language Learning and Teaching with Technology. Eds. M. Thomas and H. Reinders (Antonio Martinez Saez); (9) Book review: Information Technology in Languages for Specific Purposes. Eds. Elisabet Arno Macia, Antonia Soler Cervera and Carmen Rueda Ramos (Ana Sevilla); and (10) Events Calendar. Individual articles contain figures, tables, and references.
The EUROCALL Review, Number 19
Author: Gimeno, Ana, Ed.
Date: 2011-09-00
Type: Collected Works - Serial
Subjects: Computer Assisted Instruction,Educational Technology,Program Effectiveness,Teaching Methods,Foreign Countries,Research Methodology,Book Reviews,Computer Software,College Freshmen,Research and Development,Second Language Learning,Second Language Instruction,Web Sites,Vocabulary Development,Information Technology,Technology Integration,German,Asynchronous Communication,Databases,Multimedia Materials,Instructional Effectiveness,Student Attitudes,Cultural Education,Cultural Awareness,English (Second Language)

&quot;The EUROCALL Review&quot; is published online biannually by the European Association for Computer-Assisted Language Learning (EUROCALL). This issue offers regular sections on: (1) up-to-date information on Special Interest Groups; (2) reports on on-going CALL or CALL-related R&amp;D projects in which EUROCALL members participate; (3) reports and reviews of examples of good practice in language learning website development; and (4) reviews of new books, CALL software, etc. This issue contains the following articles: (1) Nottingham CALLing to the Faraway Towns: EUROCALL 2011 Conference Review (Andras Ketyi); (2) ETALAGE. Pedagogical changes brought about by ICT integration. (Ton Koet); (3) EURODIS: a new searchable database and website for project dissemination. (Ana Gimeno Sanz and Jose Macario de Siqueira Rocha); (4) A Podcast Project in the German Programme of the University of Canterbury, New Zealand (Vera Leier); (5) The Merits of Using &quot;EthnoQuest&quot; as an English Language Learning Tool and a Medium of Cultural Transmission (Fiona Creaser); (6) The Impact of Text-Messaging on EFL Freshmen's Vocabulary Learning (Ali Derakhshan and Shiva Kaivanpanah); (7) Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software. (Vehbi Turel); (8) Book review: Evaluating Computer-Assisted Language Learning: An Integrated Approach to Effectiveness Research in CALL by Jonathan Leakey (Ana Sevilla Pavon); (9) Book review: How to Teach English with Technology by Gavin Dudeney and Nicky Hockly (Jose Macario de Siqueira Rocha); (10) Book review: Call Research Perspectives. Joy L. Egbert and Gina Mikel Petrie (Eds.) (Reviewed by Cristina Navarro Laboulais); and (11) Events Calendar. Individual articles contain figures, tables, notes, and references.
The EUROCALL Review, Volume 20, Number 2
Author: Gimeno, Ana, Ed.
Date: 2012-09-00
Type: Collected Works - Serial
Subjects: Computer Assisted Instruction,Educational Technology,Foreign Countries,Electronic Learning,Computer Mediated Communication,Blended Learning,Vocabulary Development,Mandarin Chinese,Story Telling,Teaching Methods,Computational Linguistics,Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Computer Software,Web Based Instruction,Aerospace Education,Engineering Education,English for Special Purposes,Teacher Education

&quot;The EUROCALL Review&quot; is published online biannually by the European Association for Computer-Assisted Language Learning (EUROCALL). This issue offers regular sections on: (1) up-to-date information on Special Interest Groups; (2) reports on on-going CALL or CALL-related R&amp;D projects in which EUROCALL members participate; (3) reports and reviews of examples of good practice in language learning website development; and (4) reviews of new books, CALL software, etc. This issue contains the following articles: (1) Pedagogic Corpora for Content and Language Integrated Learning. Insights from the BACKBONE Project (Kurt Kohn); (2) Vivre en Aquitaine: pedagogy, audience, design (Tita Beaven); (3) SMS as a learning tool: an experimental study (Mar Gutierrez-Colon Plana, Pere Gallardo Torrano and M. Elisa Grova); (4) Comparing vocabulary learning of EFL learners by using two different strategies (mobile learning vs. flashcards) (Behrooz Azabdaftari and Mohammad Amin Mozaheb); (5) A set of free cross-platform authoring programs for flexible web-based CALL exercises (Myles O'Brien); (6) The Use of Digital Storytelling for ESP in a Technical English Course for Aerospace Engineers (Ana Sevilla-Pavon, Belen Serra-Camara and Ana Gimeno-Sanz); (7) The Challenges of Blended Learning: Critically Evaluating the Chinese Language Case (Bo Hu); (8) English in class and on the go: Multimodal u-Learning (Soraya Garcia-Sanchez); and (9) &quot;Learning through Sharing: Open Resources, Open Practices, Open Communication&quot;. Teacher Education and Computer-Mediated Communication SIGs joint event (Ana Beaven). Individual articles contain figures, tables, notes, and references.
The EUROCALL Review, Volume 21, Number 1
Author: Gimeno, Ana, Ed.
Date: 2013-03-00
Type: Collected Works - Serial
Subjects: Computer Assisted Instruction,Educational Technology,Foreign Countries,Web Sites,Electronic Publishing,Second Language Learning,Computer Software,Independent Study,Program Descriptions,Higher Education,Networks,Computer Mediated Communication,Verbs,Language Teachers,Second Language Instruction,Computer Simulation,Spanish

&quot;The EUROCALL Review&quot; is published online biannually by the European Association for Computer-Assisted Language Learning (EUROCALL). This issue offers regular sections on: (1) up-to-date information on Special Interest Groups; (2) reports on on-going CALL or CALL-related R&amp;D projects in which EUROCALL members participate; (3) reports and reviews of examples of good practice in language learning website development; and (4) reviews of new books, CALL software, etc. This issue contains the following articles: (1) El Camino de Santiago (Matilde Asencio); (2) Learning verb inflection using Cilenis conjugators (Pablo Gamallo, Marcos Garcia, Isaac Gonzalez, Marta Munoz and Iria del Rio); (3) Using Blogs: authentic material and ranking quality for SLA (Julian Coppens, Mercedes Rico and J. Enrique Agudo); (4) Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment (Sophie Bailly, Maud Ciekanski and Eglantine Guely-Costa); and (5) The INTENT Project: Integrating Telecollaborative Networks into Foreign Language Higher Education (Robert O'Dowd). Individual articles contain figures, tables, notes, and references.
Non-Resident Father Involvement with Their Two-Year-Old Children: Findings from the ECLS-B
Author: Meece, Darrell
Date: 2013-05-06
Type: Reports - Research
Subjects: Parent Child Relationship,Fathers,Longitudinal Studies,Child Development,Parent Participation,Parent Influence,Infants,Predictor Variables,Fatherless Family,Questionnaires,Parent Attitudes,Correlation

The purpose of this study was to examine correlates of non-residential father-child involvement with their children at age 2. This study utilized secondary analysis of data collected through the Early Childhood Longitudinal Study--Birth Cohort. Participants included 650 biological fathers who did not reside with their child at age 2. Significant associations were found between levels of non-residential father involvement and the non-residential father's reports of the quality of the relationship with the mother, efficacy as a father, 9-month closeness to baby, attendance of religious services, and belief that father-child play is important. Non-residential fathers who reported higher levels of depression and drug or alcohol abuse were less likely to be involved with their child at age 2. These findings may prove useful in better understanding non-residential fathers' involvement with their children, and particularly for the development of policies and programs to encourage increased father-child involvement. (Contains 3 tables.)
Resident Father-Child Involvement: Associations with Young Children's Social Development and Kindergarten Readiness in the ECLS-B
Author: Meece, Darrell
Date: 2013-05-06
Type: Reports - Research
Subjects: Social Development,Young Children,Fathers,Gender Differences,School Readiness,Longitudinal Studies,Interaction Process Analysis,Parent Child Relationship,Parent Participation,Early Childhood Education,Predictor Variables,Child Development,Family Environment,Parent Influence,Enrichment Activities

The current investigation examined continuity from 9-months to 4-years of age in father-child interaction in instrumental child care activities, as well as enrichment and play activities, using data collected from 8,450 children with residential fathers included in the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). Additionally, social and pre-academic outcomes at age four were examined as potential correlates of father-child interaction. Because these variables may interact differently for boys and girls, associations were examined separately for each sex. Results indicate considerable stability in father involvement in both instrumental and enrichment/play activities with both boys and girls from 9-months to 2-years to 4-years, and that residential fathers may have meaningful impact on young children's competence with peers. These findings may help to better understand the role that father-child involvement plays in children's development. (Contains 3 tables.)
A Survey of Courses of Study and Other Curriculum Materials Published since 1934. Bulletin, 1937, No. 31
Author: Leary, Bernice E.
Date: 1938-00-00
Type: Historical Materials
Subjects: Educational History,Course Descriptions,Curriculum Guides,Curriculum Research,Instructional Materials,Curriculum Design,Curriculum Development,Elementary School Curriculum,Secondary School Curriculum,Intellectual Disciplines,Educational Trends,Agencies,Educational Philosophy,Educational Principles,Learning Activities,Outcome Measures,Alignment (Education),Individual Differences,Teaching Methods,Urban Schools,County School Districts,State Programs,Community Needs,Instructional Program Divisions,Measurement,Educational Practices,Educational Policy,Educational Objectives,Directories

This study is sixth in a series of surveys of courses of study reported at intervals during the past 15 years by the Office of Education. In the main, the earlier publications consisted of lists of courses filed in the library for the use of curriculum makers and research workers in education. The present study is concerned with an analysis of the materials which are now on file in the library of the Office of Education. The purpose of the study is to determine current practices in curriculum construction as revealed through courses of study, and to discover current tendencies within the content of the courses themselves among various subject fields. It aims to answer such questions as the following: (1) What agencies are responsible for the construction and revision of recent courses of study? (2) What basic principles or underlying philosophies toward education are presented? (3) What is the nature of recent aims and objectives? (4) How are courses of study organized with respect to grades and subjects? (5) What kinds of materials and learning experiences are suggested? (6) To what extent do the learning experiences appear to meet community needs and interests? (7) What provisions are made for adapting courses of study to the needs, interests, and capacities of individual pupils? (8) How are methods and procedures related to the content and organization of courses of study? (9) What suggestions are made for measuring the outcomes of instruction? and (10) How generally may courses in the different subject fields be interpreted as functional? In answering these questions, State, city, and county courses are considered separately, and illustrations drawn from each of the three types of school systems. Data of elementary and secondary schools, on the other hand, are not differentiated, although illustrative practices are cited from both levels. It is the purpose of part II of this report to give a general survey of all curriculum materials in the current collection, regardless of their nature and scope. Part III presents the findings obtained by a detailed analysis of 1,262 pieces of curriculum material which justify designation as courses of study. A classified directory of courses of study and other curriculum materials appears in part IV. An index to courses of study is included. (Contains 21 tables and 12 footnotes.) [Best copy available has been provided.]
Let Freedom Ring! A Manual. Bulletin, 1937, No. 33
Author: Jager, Harry A.
Date: 1937-00-00
Type: Guides - Classroom - Teacher
Subjects: Freedom,Civil Rights,Learning Activities,Social Studies,Radio,Programming (Broadcast),Community Programs,Democracy,Clubs,Constitutional Law,Democratic Values,Freedom of Speech,Academic Freedom,Drama,Language Arts,Integrated Curriculum,Junior High Schools,Adults,Scripts,Educational History,Colleges,Music,High Schools

"Let Freedom Ring!" is a radio program built around the Bill of Rights and the questions that these rights raise. It is the contribution of the United States Department of the Interior, Office of Education, to the Sesquicentennial Celebration ordained by Congress. The series began on Washington's Birthday, Sunday, February 22, 1937, and continued for 12 Monday nights in half-hour programs from coast to coast over 50 stations of the Columbia Broadcasting System. All the experience of the Office of Education with radio, and the services of the Columbia System went with it. Our rights under the Constitution were divided into 13 units. Each was made the theme of a broadcast, with a script that tried to carry to its listeners the accuracy of history, the sweep of centuries, and the thrill of stirring drama. The "Let Freedom Ring!" series offers us a new opportunity to aid in the teaching of true democracy, freedom, and the art of living together under the law, and of making progress--orderly progress--in this art. This Manual deals with Freedom, and with a new implement of education, the broadcast, with its techniques adapted to school activities and its values in terms of educative process. The Manual contains: (1) Teaching suggestions for using the scripts of the broadcasts in the classroom, both in separate subjects, and as part of integrated units; (2) Lesson aids for using scripts in teaching the social studies, with ample illustrative material, references, pupil activity suggestions, and bibliographies. Part 4 offers one sample of these aids; (3) Workable plans for using the Let Freedom Ring series for graduations, school assemblies, radio clubs or guilds, and auditorium classes, with or without the use of the a public address system; and (4) Practical suggestions for using the series for local broadcasting under the auspices of the school, with the aid of local clubs and organizations. This manual is divided into the following parts: (1) The Origin and Development of the Radio Series, "Let Freedom Ring!"; (2) Who May Use This Manual and How?; (3)  The "Let Freedom Ring!" Series for General Classroom Use; (4) The "Let Freedom Ring!" Series for Integrated Class Work; (5) The "Let Freedom Ring!" Series in the School Auditorium; (6) "Let Freedom Ring!" Series as a School and Community Project; (7) The "Let Freedom Ring!" Series as Regular Lessons in Social Studies in City-Wide School Broadcasts; (8) Bibliography; and (9) Sample Script, Lesson Aids, and Production Notes. [Lesson Aids by Roy W. Hatch. For the 13 "Let Freedom Ring!" scripts, see ED542619. Best copy available has been provided.]
The School Building Situation and Needs. Bulletin, 1937, No. 35
Author: Barrows, Alice
Date: 1938-00-00
Type: Historical Materials
Subjects: Superintendents,Population Trends,Sociocultural Patterns,School Construction,School Buildings,Community Needs,Counties,Expertise,State Departments of Education,Educational Facilities Design,Expenditure per Student,Costs,Elementary Schools,Secondary Schools,Enrollment Trends,Urban Areas,Questionnaires,High Schools,Educational Facilities Improvement

The present study of school building construction and school building needs was made at the request of school building experts from all parts of the country who urged the need of detailed data by cities as well as by counties and States, as to the types of schools for which  buildings had been constructed during the past 3 years, the kinds of facilities provided in them, and the costs for the different types. It was decided to secure the data direct from the superintendents of schools in cities of 10,000 population and over, and from State superintendents of public instruction. It is gratifying to report that the replies received covered more than two-thirds of the cities of 10,000 population and over, which contained 69 percent of the total population in cities of this group. Replies were also received from nearly half the State departments of education. The results of this study on school building construction and school building needs should be of interest not only to school superintendents and educators generally, but to all those interested in long-range planning  for community needs. Two conclusions to which the study points are worthy of particular  consideration: First, that school housing is vitally important from an educational and social as well as from a constructional standpoint because a school building program can be the lever by means of which a school system reorganizes along modern progressive lines; and  second, that school buildings should be constructed only where needed, and that such need cannot be determined except on the basis of comprehensive long-range surveys which take into consideration population trends, economic and social trends, and the educational  program needed for the children, youth, and adults of a given community. National Advisory Council on School Building Problems is appended. (Contains 16 tables and 4 charts. Individual chapters contain footnotes.) [Best copy available has been provided.]
Guidance Bibliography, 1935: An Annotated List of Books, Pamphlets and Periodical References on Guidance Appearing during the Calendar Year 1935. Bulletin, 1937, No. 36
Author: Witmer, Marion H. Comp.
Date: 1937-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Annotated Bibliographies,Books,Pamphlets,Periodicals,Student Personnel Services,Pupil Personnel Services,Guidance Programs,Counseling Techniques,Career Guidance,Directories,Early Childhood Education,Elementary Secondary Education,Higher Education,Adults,School Guidance,Post High School Guidance,Educational Counseling,Research Projects,Occupational Information,Occupational Tests,Psychological Studies,Psychometrics,Measurement Techniques,Out of School Youth,African American Education

There is a substantial amount of classified material on vocations, however there has been no central compilation of material on vocational guidance techniques. This bibliography is an attempt to bring together, classify, and describe pertinent literature dealing with student personnel, guidance, and related methods of aiding individuals to adjustment. It includes, rather than distinguishes between, the types of guidance variously described as educational, social, vocational, and moral. An effort has been made to cover all school levels--preschool  through graduate--and all ages--childhood through adulthood. The annotations include specific counseling techniques, guidance programs and practices, experimental research, bibliographies and school directories, applications of tests and measurements to guidance,  studies of occupational ability patterns, and other phases of guidance which may be noted in the index. Workers in the field of guidance have long felt the need for a comprehensive, current bibliography of the literature on guidance. The bibliography presented for the year 1935 is the first attempt on the part of the Office of Education for meeting this need. [Best copy available has been provided.]
Guidance Bibliography: An Annotated List of Books, Pamphlets and Periodical References on Guidance Appearing during the Calendar Year 1936. Bulletin, 1937, No. 37
Author: Witmer, Marion H., Comp.
Date: 1938-00-00
Type: Historical Materials
Subjects: Mental Health,Social Adjustment,Values Education,Group Counseling,Individual Counseling,Foreign Countries,Educational History,Annotated Bibliographies,Books,Pamphlets,Periodicals,Student Personnel Services,Pupil Personnel Services,Guidance Programs,Counseling Techniques,Career Guidance,Directories,Early Childhood Education,Elementary Secondary Education,Higher Education,Adults,School Guidance,Post High School Guidance,Educational Counseling,Research Projects,Occupational Information,Occupational Tests,Psychological Studies,Psychometrics,Measurement Techniques,Out of School Youth,African American Education

This bibliography, covering guidance techniques and procedures for the year 1936, is organized upon the same principles as the Guidance Bibliography: 1935. In compiling it, an effort has been made to cover all age-groups and school levels, from childhood through adulthood. The annotations, as in the first list, include specific counseling techniques, guidance programs and practices, experimental research, bibliographies and school directories, applications of tests and measurements to guidance, studies of occupations with guidance connotations, and phases of individual and group counseling. Also included are references representing certain large subject groups which are closely allied to guidance, such as pupil personnel, social adjustment, character education, and mental hygiene. Used in conjunction with available classified material on occupations, this bibliography will form a comprehensive overview of the field of guidance for the year 1936. Subject and author index is included. [Best copy available has been provided.]