ethanporcaro/eric-fulltext-meta huggingface dataset:
Our Maiden Voyage: Implementing Virtual Exchange as a Collaborative Professional Development
Author: Arrow, Mary-Jane Radford
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mentors,Exchange Programs,Program Descriptions,International Cooperation,Educational Cooperation,Universities,Foreign Countries,Guidelines,Teacher Exchange Programs,Reflective Teaching,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Teacher Collaboration,Teaching Methods,College Faculty,Videoconferencing

Undertaking a Virtual Exchange (VE) project for the first time is supported by introductory online training and mentoring offered through the European Commission's Erasmus+ programme, and can be a source of teacher Professional Development (PD). This study based on Exploratory Practice (EP) describes aspects of the planning and implementation of an initial VE by partners from technical universities in Lodz, Poland and Berlin, Germany, who completed the online EVOLVE training in October 2018. The current study offers a basic framework of four distinct phases of the VE as a collaborative PD project. This novel framework can support teachers engaging in their first exchange as well as contribute to an understanding of VE adoption and implementation for mentors, trainers, and researchers. [For the complete volume, see ED609298.]
State Policy Options to Promote K-12 Integration. Policy Guide
Author: Francies, Cassidy
Date: 2021-07-00
Type: Guides - General
Subjects: Elementary Secondary Education,State Policy,Educational Policy,Racial Segregation,Social Bias,Socioeconomic Status,School Districts,Track System (Education),Ability Grouping,Discipline,Desegregation Litigation,School Desegregation,Court Litigation,Hispanic American Students,African American Students,Racial Bias,Ethnicity,Educational History,Racial Composition,Magnet Schools,Enrollment,Attendance,Outreach Programs,Student Placement,Minority Group Teachers

Schools in the United States continue to be segregated by race and socioeconomic status, almost 70 years after the landmark Brown v. Board of Education ruling that aimed to desegregate schools. Segregation exists in three ways in K-12 schools: (1) Across districts. This is the case in about two-thirds of segregation in metropolitan areas; (2) Between schools in a district. This often pertains to the way school attendance boundaries are determined; and (3) Within individual schools. This is often the result of tracking and ability grouping, in addition to disciplinary practices. This Policy Guide explores each of these types of segregation, notes policy considerations for addressing each, and points to state examples and case studies demonstrating the implementation and effectiveness of desegregation efforts. This guide is a companion resource to &quot;Addressing Inequities in Higher Education&quot; [see ED613902], which explores the barriers that Black, Latinx and American Indian students face as they prepare for college, transition to college and ultimately pursue a degree. The guide provides pertinent policy questions to consider in alleviating these barriers along the higher education pipeline.
Addressing Inequities in Higher Education. Policy Guide
Author: Erwin, Ben
Date: 2021-07-00
Type: Guides - General
Subjects: Equal Education,Higher Education,Minority Group Students,Student Diversity,Racial Bias,Ethnicity,Barriers,College Readiness,Advanced Placement Programs,Student Financial Aid,Developmental Studies Programs,African American Students,Hispanic American Students,American Indian Students,Academic Degrees,Educational Attainment,College Environment,Disproportionate Representation,Dropouts,At Risk Students,Access to Education,Academic Advising,Educational Counseling,College Attendance,Enrollment,Selective Admission,Affirmative Action,Proprietary Schools,Student Placement,Minority Serving Institutions,Academic Persistence,Debt (Financial),Student Loan Programs

Although diversity in higher education has continued to increase over the past 20 years, colleges and universities continue to enroll Black, Latinx and American Indian students in bachelor's programs at low rates; additionally, more selective institutions and high-demand fields of study are less likely to enroll these students, and they often are not afforded the supports and services that can help them finish college or obtain a degree. These disparities have a significant impact on the long-term employment outcomes for students, and they maintain a racial and ethnic wealth gap -- both problematic scenarios for state policymakers looking to build a prepared workforce and resilient economy. This Policy Guide explores various types of barriers that these students face in: (1) College readiness. This includes inadequate access to advanced coursework, counseling and financial aid resources that prepare students for college or university; (2) Transitions to college. Black, Latinx and American Indian students are more likely to be directed into developmental education coursework, which does not count toward a degree; and (3) Degree attainment. Financial need and experiences with racism on campus, among other factors, disproportionately impact these students and potentially drive them to dropout. This trend not only leaves students without a credential, but often with high levels of debt. While this guide is not an exhaustive examination of the systemic barriers that exist, it elevates issues along the higher education pipeline that are actionable for policymakers. This is a companion resource to &quot;State Policy Options to Promote K-12 Integration&quot; [see ED613900], which explores three types of K-12 segregation -- across districts, between schools in a district and within schools -- and provides policy considerations and examples of state initiatives that address each.
The Consequences of Invisibility: COVID-19 and the Human Toll on California Early Educators
Author: Doocy, Sean
Date: 2021-04-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Child Care,Early Childhood Education,Early Childhood Teachers,Health Behavior,School Closing,Financial Support,Enrollment,Costs,Economic Impact,Educational Resources,Access to Health Care,Public Policy,Compensation (Remuneration),Child Care Centers,Child Caregivers,Work Environment,Individual Characteristics,Racial Differences,Ethnicity,Age Differences,Barriers,Attendance,Safety,Hygiene,Sanitation,Disease Control,Federal Aid,State Aid,Federal Legislation,Resource Allocation,Guidelines

As California policymakers start to chart a path forward beyond COVID-19, it is important to first understand and reckon with the pandemic's impact on child care programs and individual educators. This research paper presents findings from a survey of 953 California ECE programs and providers in June-July 2020. The results provide an in-depth view of the past year's devastation and highlight the unseen costs of operating a child care program throughout the pandemic with little-to-no support. Survey responses paint a grim picture of early educators fearing for their own health and the health of their families, of providers taking on personal credit card debt to cover program expenses, and a constant scramble to both find and afford essential cleaning supplies in order to meet new health and safety regulations. The key findings from this study should inform the strategic, equitable, and urgent allocation of American Rescue Plan Act stabilization funds in California over the coming months.
Principal Mobility in Philadelphia Traditional and Charter Public Schools, 2007-08 through 2015-16
Author: Steinberg, Matthew
Date: 2019-01-00
Type: Reports - Research
Subjects: Principals,Faculty Mobility,Public Schools,School Districts,Charter Schools,Administrator Characteristics,Incidence,Beginning Principals,Tenure,Economically Disadvantaged,Educationally Disadvantaged

Public school districts in large cities like Philadelphia are especially challenged to provide every school with an effective school leader. Principal mobility--that is, transferring from one school to another or leaving the principalship entirely--is disproportionately concentrated in school districts serving more low-income students and has negative consequences for student performance. For these reasons, it is critical for policymakers and school leaders in Philadelphia to have a clear picture of the extent and nature of principal mobility. This report provides evidence on principal mobility among traditional public schools (TPS) in the School District of Philadelphia (SDP) and charter public schools located in Philadelphia during the 2007-08 through 2015-16 school years. The study uses individual-level data on all principals in traditional and charter schools provided by the Pennsylvania Department of Education. The authors describe the characteristics of principals in Philadelphia, the extent of principal mobility, and the characteristics of mobile principals and the schools that they exit. For this report, principal mobility is defined as occurring when a traditional or charter school principal does not return to the same school the following year. By this definition, a mobile principal is one who moved to another school in Philadelphia (either a traditional or charter school), moved to a Pennsylvania public school outside of Philadelphia, exited the principalship (i.e., was employed in another role in education), or left public education in Pennsylvania.
Age-Related Progressions in Story Structure in Young Children&apos;s Narratives
Author: Khan, Kiren S.
Date: 2016-12-00
Type: Journal Articles
Subjects: Young Children,Story Grammar,Story Telling,Narration,Item Analysis,Child Development,Age Differences,Difficulty Level,Emergent Literacy,Factor Analysis

Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a) to test the unidimensionality of items designed to assess story-structure knowledge, (b) to examine story-structure item difficulty levels, and (c) to examine age-related progressions on individual story-structure components across 3-, 4-, 5-, and 6-year-olds. Method: Participants included 386 children (M = 4.8 years, SD = 11.67 months) from the Narrative Assessment Protocol study (http://www.narrativeassessment.com/), which was designed to revise a new narrative assessment tool for children between the ages of 3 and 6 years. Results: Factor analysis indicated that 16 of 21 items reflecting story-structure knowledge constituted a unidimensional construct. Individual story-structure item analyses further revealed that establishing subgoals and tracking the overall goals in the stories were particularly challenging for 3- and 4-year-olds. Conclusion: These findings hold implications for refinement of theoretical models of story-structure emergence in early childhood. [This article was published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1124080).]
Item Response Analysis of Uppercase and Lowercase Letter Name Knowledge
Author: Bowles, Ryan P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Item Response Theory,Preschool Children,Alphabets,Difficulty Level,Test Format,Measurement,Factor Analysis

Letter name knowledge in the preschool ages is a strong predictor of later reading ability, but little is known about the psychometric characteristics of uppercase and lowercase letters considered together. Data from 1,113 preschoolers from diverse backgrounds on both uppercase and lowercase letter name knowledge were analyzed using Item Response Theory. Results indicated that uppercase and lowercase form a single dimension. Uppercase letters tended to be easier and more discriminating but had a narrow range of difficulty. Visual confusability (e.g., b vs. d) was an important aspect of both discrimination and difficulty. Including lowercase letters in the assessment of letter name knowledge increases its range to enable effective measurement of children with higher ability. A practical implication is that assessments of letter name knowledge can have fewer items and measure an extended range of ability while maintaining high levels of reliability. [This article was published in &quot;Journal of Psychoeducational Assessment&quot; (EJ1021238).]
Spotlight on VET: 2020 Compilation. Vocational Education and Training Systems in Europe
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Apprenticeships,Secondary Education,Postsecondary Education,Adult Education,Adult Learning,Lifelong Learning,Educational Policy,Labor Market,Employment Level,Quality Assurance,Educational Quality,Employment Qualifications,Job Skills,Government Role,Continuing Education,Workplace Learning,Career Guidance,Job Training

Concise, clear and comprehensive snapshots of vocational education and training systems in EU, Iceland and Norway: this is what the Cedefop Spotlight on VET series offers. Building on individual country Spotlights, this publication provides an overview of VET systems with their distinctive qualities, such as main accession and progression routes for learners; types and levels of qualifications they lead to; types of programmes, delivery modes, work-based learning ratio and duration. In addition to the system charts, it also briefly reflects on current challenges and recent VET policy initiatives. [The country sections in this report were prepared by: Silke Gadji, Nikolaos Georgiadis, Dmitrijs Kulss, Jelena Letica, Vicky Oraiopoulou, and Iraklis Pliakis, and members of Cedefop's VET policies and systems team coordinated by George Kostakis.]
UniCollaboration Plenary Session: Teaching across Cultures, Reaching across Generations--Virtual Exchange and Teacher Education
Author: Ware, Paige
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,International Educational Exchange,Teacher Education,Student Exchange Programs,Intercultural Communication,Videoconferencing,Teleconferencing,Educational Technology

In this plenary session, Paige Ware wanted to talk about how telecollaboration and virtual exchange has offered a creative space to animate as educators over the last 20 or 30 years. Because the focus is on teacher education and because over the last ten years her focus has been on teacher education, she wanted to talk about some of the key takeaways that educators can have and say that these are the things that make good practice in virtual exchanges. She concluded by presenting a new project that she is working on that she hopes will tie together some of the themes that she is looking forward to in the future. Having been there for the conference, she realised many in the audience are thinking about the same types of themes. [For the complete volume, see ED609298.]
New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19
Author: Popov, Nikolay, Ed.
Date: 2021-00-00
Type: Books
Subjects: Educational History,Foreign Countries,Comparative Education,Global Approach,Higher Education,English (Second Language),Learning Motivation,International Organizations,Educational Technology,Technology Uses in Education,Special Education,Social Change,Equal Education,Quality Assurance,Educational Quality,Student Motivation,Language of Instruction,Second Language Learning,Sex Education,LGBTQ People,Educational Policy,Biographies,Leadership Styles,Well Being,Teachers,COVID-19,Pandemics,Nutrition,Food,Barriers,Distance Education,Graduate Students,Supervision,Teacher Competencies,Cultural Influences,Music,Mixed Age Grouping,Faculty Development,Teacher Collaboration,Teacher Education,Teaching Methods,Attention,Student Needs,Online Courses,College Students,Multicultural Education,Business Administration Education,Females,Entrepreneurship,Educational Resources,Early Childhood Education,Early Childhood Teachers,Early Intervention,Teacher Attitudes,Students with Disabilities,Student Rights,Occupational Safety and Health,Disease Control,School Closing,Student Attitudes,College Choice,Student Empowerment,Art Teachers,Educational Change,Theories,Self Evaluation (Individuals),Language Skills,Secondary School Students,Gender Differences

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is &quot;New Challenges to Education: Lessons from around the World.&quot; The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education &amp; History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices &amp; Entrepreneurship; (4) Higher Education &amp; Teacher Education and Training; (5) Law and Education; and (6) Research Education &amp; Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]
Taking Care of Their Positive Online Face? Reasons and Strategy Development
Author: Loizidou, Dora
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Exchange Programs,Universities,Intercultural Communication,Cultural Awareness,Student Attitudes,Foreign Countries,Computer Mediated Communication,Group Discussion,Pragmatics,Self Concept,Speech Acts,French,Second Language Learning,Second Language Instruction,Majors (Students),Russian,Indo European Languages,Native Language,Diaries,Teacher Attitudes,Cultural Differences,Disclosure,Undergraduate Students,Language Teachers

This paper examines a peer virtual exchange project between students at the University of Cyprus and the University of Latvia. The main purpose of this project is to develop intercultural awareness. Through telecollaborative tasks, students are asked to interact in a common discussion space around elements related to their cultural values. The aim of this paper is to discuss students' strategies for these online exchanges. The hypothesis this paper seeks to examine is that students do not express themselves freely in the discussion forums in order to protect their personal and national image. We are thus interested in the public self-image of the students, known as 'face'. Our findings identified politeness strategies and we are interested in the main reasons for their acts towards positive and/ or negative face. [For the complete volume, see ED609298.]
Erasmus Virtual Exchange as an Authentic Learner Experience
Author: Reynolds, Alexandra
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Authentic Learning,Learning Experience,Diaries,Exchange Programs,Computer Mediated Communication,Transformative Learning,Second Language Learning,Second Language Instruction,French,Undergraduate Students,International Cooperation,Educational Cooperation,English (Second Language),Nationalism,Immigrants,Group Discussion,Native Language,Student Attitudes,Foreign Countries,Graduate Students,Ethnography,Language Proficiency,English for Special Purposes,World Views,Cultural Awareness,Sense of Community,Program Descriptions,Personal Autonomy

This small-scale study draws on a higher education context where French-speaking students, &quot;in situ&quot; at Bordeaux University, participated in the Sharing Perspectives Foundation's flagship &quot;Erasmus+ Virtual Exchange&quot; (E+VE) program (2018-2019). French-speaking students interacted in English on the topic of &quot;Newcomers and Nationalism&quot; via weekly webinars with non-native English-speaking students from other participating universities in Europe and the Southern Mediterranean region. Authenticity is a complex concept involving the degree of implication and meaning speakers give to their interactions (Gilmore, 2007; Pinner, 2016; Widdowson, 2003). The study therefore addresses the question of how participant feedback can help us to assess E+VE in terms of authenticity. The methods used to investigate this research question were the qualitative analysis of the French students' reflective journals, questionnaires, and interviews. The results show that E+VE is conducive to authentic learner experiences. This study has also enabled a definition of 'authenticity' as a transformative language learner experience in virtual exchange. [For the complete volume, see ED609298.]
Virtual Exchange in Teacher Education: Is There an Impact in Teacher Practice?
Author: Dooly, Melinda
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Teacher Education Programs,Exchange Programs,Computer Simulation,Course Descriptions,Second Language Learning,Second Language Instruction,Teaching Methods,Elementary Secondary Education,Institutional Cooperation,Universities,Program Descriptions,Online Courses,Teacher Educators,International Cooperation,Educational Cooperation,Graduates,French,Spanish,Language Teachers,Foreign Countries,Surveys,Computer Mediated Communication,Outcomes of Education

This text presents the results of surveys and interviews of Former Students (FSs) who have taken part in a teacher education course that began in 2004 (still on-going) and that includes Virtual Exchange (VE). The study aimed to look at the impact of two teacher education courses, imparted collaboratively between geographically-distanced universities for over a decade. The course design aims to introduce VE, both theoretically and empirically, as an approach to foreign language teaching in primary and secondary schools. The data are drawn from an online survey as well as in-depth interviews with FSs enrolled in the course between 2004 and 2015. The findings indicate that a significantly high percentage of the FSs who had been exposed to VE had been involved in or intended to implement VE in their own teaching and that the course had provided them with the knowledge and confidence to do so. [For the complete volume, see ED609298.]
Speaking with Machines: Interacting with Bots for Language Teaching and Learning
Author: Satar, Müge
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Teaching Methods,Learning Processes,Second Language Learning,Second Language Instruction,Computer Software,Computer Assisted Instruction,Artificial Intelligence,Audio Equipment,Educational Benefits,Barriers,Futures (of Society)

This piece explores technologies for freer communication &quot;with&quot; machines, i.e. bots (chatbots or conversational agents), rather than the concept of speaking &quot;to&quot; machines, such as Intelligent Assistants (IA) like &quot;Alexa.&quot; Bots are computer programmes which simulate natural intelligent communication using text or speech technologies. Recently, interest in chatbots appears to have shifted from whether they can be perceived as human to their ability to imitate natural conversations to achieve specific purposes and provide efficient customer services. This chapter describes the use of modern chatbots for language learning, provides examples of how chatbots could be assessed by language learning students and language teachers in training, and discusses the benefits of communicating with computers for language learners and the limitations of conversational agents. [For the complete volume, see ED612143.]