ethanporcaro/eric-fulltext-meta huggingface dataset:
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2008-09
Author: Office of Vocational and Adult Education (ED)
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Adult Education,Family Literacy,Educational Legislation,Federal Legislation,Federal Aid,Adult Basic Education,Accountability,Adult Literacy,Labor Force Development,Labor Legislation,Program Implementation,Academic Standards,Technical Assistance,Annual Reports,Data Collection,Incentive Grants,Educational Assessment,National Programs,Vocational Education

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The U.S. Department of Education's (Department's) Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS) to implement the accountability requirements of AEFLA, and act as a reservoir of data collected under these measures. This report represents the ninth year of implementing the AEFLA requirements using the NRS. OVAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. The Adult Education--Basic Grants to States program year begins July 1 and ends June 30 of the next year. For example, PY 2008-09 refers to July 1, 2008, through June 30, 2009. OVAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing resources, training, and technical assistance activities to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OVAE also has provided individual technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States4 program is included in the annual report, as are aggregated data on national performance. [For the 2007-2008 annual report, see ED610076.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2007-08
Author: Office of Vocational and Adult Education (ED)
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Adult Education,Family Literacy,Educational Legislation,Federal Legislation,Federal Aid,Adult Basic Education,Accountability,Adult Literacy,Labor Force Development,Labor Legislation,Program Implementation,Academic Standards,Technical Assistance,Annual Reports,Data Collection,Incentive Grants,Educational Assessment,National Programs,Vocational Education

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The U.S. Department of Education's (Department's) Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS) to implement the accountability requirements of AEFLA, and act as a reservoir of data collected under these measures. This report represents the eighth year of implementing the AEFLA requirements using the NRS. OVAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OVAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing resources, training, and technical assistance activities to improve data quality, and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OVAE also has provided individual technical assistance to states on NRS implementation. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2006-2007 annual report, see ED610074.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2009-10
Author: Office of Vocational and Adult Education (ED)
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Adult Education,Family Literacy,Educational Legislation,Federal Legislation,Federal Aid,Adult Basic Education,Accountability,Adult Literacy,Labor Force Development,Labor Legislation,Program Implementation,Academic Standards,Technical Assistance,Annual Reports,Data Collection,Incentive Grants,Educational Assessment,National Programs,Vocational Education

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The U.S. Department of Education's (Department's) Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS) to implement the accountability requirements of AEFLA, and act as a reservoir of data collected under these measures. This report represents the tenth year of implementing the AEFLA requirements using the NRS. OVAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OVAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing resources, training, and technical assistance activities to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OVAE also has provided individual technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States4 program is included in the annual report, as are aggregated data on national performance. [For the 2008-2009 annual report, see ED610075.]
&quot;JALDA&apos;s&quot; Interview with Professor James P. Lantolf: Dialectical Emergence of Language and Consciousness in Society
Author: Karimi-Aghdam, Saeed
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Sociocultural Patterns,Second Language Learning,Second Language Instruction,Applied Linguistics,Learning Theories,Teaching Methods,Biographies,Publications,Language Research,Dialects,Interviews,Language Role,Interpersonal Communication,Verbal Communication,Systems Approach,Theory Practice Relationship,Research Methodology

James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi'an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group, which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993. He is founding editor of &quot;Language and Sociocultural Theory&quot; (Equinox Press, 2013 to present) and was co-editor of &quot;Applied Linguistics&quot; (Oxford University Press, 1993-1998). He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled &quot;Sociocultural Theory and the Genesis of Second Language Development&quot; (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume &quot;Vygotskian Approaches to Second Language Research&quot; (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book &quot;The Routledge Handbook of Sociocultural Theory and Second Language Development&quot; was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of &quot;Language and Sociocultural Theory&quot; and serves on the advisory board of the &quot;Journal of Applied Linguistics and Applied Literature: Dynamics and Advances.&quot;
Upward Mobility through a Universal College and Career Asset-Building Platform: Understanding the NYC Kids RISE Save for College Program Model. Research Report
Author: Treskon, Mark
Date: 2020-10-00
Type: Reports - Research
Subjects: Scholarships,Money Management,Program Design,Program Implementation,Program Effectiveness,Access to Education,Higher Education,Urban Areas,Equal Education,Minority Group Students,Disproportionate Representation,Paying for College,Job Training,Postsecondary Education,College Attendance,Graduation Rate,Public Schools,Low Income Students,Barriers,Educational Attainment,Neighborhoods,Community Programs,Tuition,Costs,Banking,Empowerment,Family Involvement,Social Change,Economic Opportunities,Social Capital,Elementary Secondary Education,Family Income,School Role,Data Collection

This report provides an overview of and learning agenda for the Save for College Program, a New York City scholarship and savings platform that incorporates family, school, neighborhood, and systems-level components. The report describes the program's design and approach, as well as its context and implementation to date. It also discusses metrics and research approaches designed to track the program's effects over time. The report is intended to serve as a base for future data collection strategies, research, evaluation, and performance management for NYC Kids RISE, the organization that developed and operates the Save for College Program. It is also designed to be useful to practitioners and researchers who are in other cities and contexts and are interested in the Save for College model and how to track the effects of similar multifaceted, long-term programs. [This report was written with Chris Hayes, Barbara A. Butrica, and Kristin Blagg. It was funded by the New York City Mayor's Office for Economic Opportunity.]
Epistemic Injustice and Cultural Processes in Education
Author: Gokturk, Duygun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Social Justice,Social Stratification,Epistemology,Stereotypes,Racial Bias,Power Structure

This article provides a framework for understanding social and cultural inequalities in education in the context of cultural processes and epistemic injustice. Insight into the cultural processes and the concept of epistemic injustice direct us to the conceptualization of agency of the actors within the educational domain and the institutionalized relations of domination and recognition. The article employs two cultural processes: identification (stigmatization and racialization) and rationalization (standardization and evaluation) and two epistemic injustice models: testimonial and hermeneutical injustice to understand the production of inequalities and relations of domination in a school setting (Lamont, Beljean and Clair, 2014; Fricker, 2017). This goal is animated by this research question: &quot;How to understand the production of inequalities in a school setting through cultural processes and epistemic injustice?&quot; Taking into account cultural processes and epistemic injustice, this article argues that the literature on education should include diverse epistemic approaches to problematize the ways of the transmission of structural inequalities in society to education and how these inequality forms are complementary to current practices. This article indicates that cultural processes and epistemic injustice forms should be taken into consideration in understanding the production and maintenance of inequalities in education.
Does Problem-Based Learning Affect Students&apos; Speaking Skill and Attitude toward ELL?
Author: Sutrisna, Gede
Date: 2020-10-00
Type: Journal Articles
Subjects: Problem Based Learning,Speech Skills,Student Attitudes,English (Second Language),Second Language Learning,Secondary School Students,Foreign Countries,Pretests Posttests,Attitude Change

As a typical learning method which is grounded from a scientific approach, problem-based learning (PBL) does not only enhance students' critical thinking but also helps them actively construct their knowledge and skill. The objectives of this study were to investigate the impact of PBL on (1) students' speaking skill and (2) their attitude toward ELL. This study employed an embedded mixed-method design which combined one-group pretest-posttest and descriptive qualitative design. It involved a group of 41 students as the sample. The quantitative data were collected through pretest-posttest and questionnaire (closed-ended). Meanwhile, the qualitative data were obtained through observation and open-ended questionnaire. The findings of the study found that students demonstrated better speaking performance after being treated through PBL activities. Besides, they exhibited more positive behavioral, cognitive, and affective attitude toward ELL.
Dating Violence among University Students: The Role of Self-Esteem, Perceived Relationship Self-Efficacy and Attachment Styles
Author: Yolcu, Demet
Date: 2020-00-00
Type: Journal Articles
Subjects: Dating (Social),Intimacy,Self Esteem,Self Efficacy,Interpersonal Competence,Attachment Behavior,Predictor Variables,College Students,Self Concept Measures,Undergraduate Students,Foreign Countries,Student Attitudes

This study aims to examine what extent self-esteem, perceived relationship self-efficacy, and attachment styles predict the attitudes of university students towards dating violence. The sample group of the study was composed of 769 (555 women, 214 men) university students who study at Mersin University. &quot;Demographic Data Form&quot;, &quot;Dating Violence Attitude Scale&quot;, &quot;Rosenberg Self-Esteem Scale&quot;, &quot;Relationship Self-Efficacy Scale&quot;, &quot;Relationships Scales Questionnaire&quot; were used as instruments in the present study. As a result of the findings obtained, it was found that there is a negative correlation between dating violence and self-esteem, perceived relationship self- efficacy and there is a positive correlation between dating violence and preoccupied attachment style. According to the results of multiple regression analysis and stepwise regression analysis, It is shown that relationship self-efficacy, self-esteem and preoccupied attachment style have a significant predictive role on dating violence among university students and perceived relationship self-efficacy has the biggest predictive role on dating violence attitudes. Implications of the findings were discussed in the discussion part of this article and some suggestions were given for further researches.
Emotional Intelligence among Adolescents
Author: Karibeeran, Sathyamurthi
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Adolescents,Adolescent Development,Social Development,Developmental Stages,Social Work,Theories,Models

Adolescence is a period of heightened emotionality. If the adolescents cannot perceive, understand, regulate and function with their emotions it will leave indelible marks on their behaviour and personality. During adolescence (age 12 to 18 yrs), the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. Emotional intelligence plays an important role in this phase. Emotional Intelligence signifies the ability to understand and manage ones as well as the others' emotions. It refers to a combination of skills these include empathy, self control, self awareness, sensitivity to the feeling of others, persistence and self motivation among others. This paper will focus on the various theories and models related to emotional intelligence and its significance. Based on the theories and models, the researcher tried to bring out a frame work which makes a difference in the emotional Intelligence of adolescents.
A Method of Generating Multivariate Non-Normal Random Numbers with Specified Multivariate Skewness and Kurtosis
Author: Qu, Wen
Date: 2020-00-00
Type: Reports - Research
Subjects: Social Science Research,Multivariate Analysis,Statistical Distributions,Monte Carlo Methods,Sampling,Sample Size

In social and behavioral sciences, data are typically not normally distributed, which can invalidate hypothesis testing and lead to unreliable results when being analyzed by methods developed for normal data. The existing methods of generating multivariate non-normal data typically create data according to specific univariate marginal measures such as the univariate skewness and kurtosis, but not multivariate measures such as Mardia's skewness and kurtosis. In this study, we propose a new method of generating multivariate non-normal data with given multivariate skewness and kurtosis. Our approach allows researchers to better control their simulation designs in evaluating the influence of multivariate non-normality. [This paper was published in &quot;Behavior Research Methods&quot; v52 p939-946 2020.]
Testing Autocorrelation and Partial Autocorrelation: Asymptotic Methods versus Resampling Techniques
Author: Ke, Zijun
Date: 2018-00-00
Type: Reports - Research
Subjects: Correlation,Mathematical Formulas,Sampling,Monte Carlo Methods,Statistical Bias,Evaluation Methods,Statistical Analysis,Error of Measurement

Autocorrelation and partial autocorrelation, which provide a mathematical tool to understand repeating patterns in time series data, are often used to facilitate the identification of model orders of time series models (e.g., moving average and autoregressive models). Asymptotic methods for testing autocorrelation and partial autocorrelation such as the 1/T approximation method and the Bartlett's formula method may fail in finite samples and are vulnerable to non-normality. Resampling techniques such as the moving block bootstrap and the surrogate data method are competitive alternatives. In this study, we use a Monte Carlo simulation study and a real data example to compare asymptotic methods with the aforementioned resampling techniques. For each resampling technique, we consider both the percentile method and the bias-corrected and accelerated method for interval construction. Simulation results show that the surrogate data method with percentile intervals yields better performance than the other methods. An R package &quot;pautocorr&quot; is used to carry out tests evaluated in this study. [This paper was published &quot;British Journal of Mathematical and Statistical Psychology&quot; v71 n1 p96-116 2018.]
Similarities and Differences between Applied Behavior Analysis and Positive Behavior Support
Author: Aljunaydil, Aljawharah
Date: 2020-12-29
Type: Reports - Research
Subjects: Applied Behavior Analysis,Positive Behavior Supports,Definitions,Behavior Modification,Intervention,Reinforcement,Differences

This paper is a literature review, which synthesized and analyzed numerous articles about applied behavior analysis (ABA) and positive behavior support (PBS). It started with the history of each term. Then it included the definitions and the characteristics for both of them. Additionally, this paper explored the similarities and differences between ABA and PBS, and it offered some recommendations for future research that could be written regarding ABA and PBS.
&quot;Trial and Tribulations, but Also Joys and Jubilation&quot;: Commentary on the Writing Thought Process of the International Student
Author: Soiferman, L. Karen
Date: 2020-00-00
Type: Reports - Research
Subjects: Cognitive Processes,Writing Processes,Foreign Students,College Freshmen,Transitional Programs,Student Adjustment,Freshman Composition,Academic Language,Academic Failure,Essays,Limited English Speaking,Direct Instruction,Expectation,Time on Task,Student Attitudes,Foreign Countries

As the number of international students enrolled in North American universities continues to rise it is important that all instructors gain a more complete understanding of some of the issues that students face when they come to university. This article focuses on only one area, how students cope when learning how to write an academic essay, and some of the difficulties they face when confronted with new ways of teaching and learning. These new ways of learning include the language of instruction, the instructor expectations, the time they need to devote to their assignments, the need to become self-sufficient, and how teaching methods differ from what they were used to in their home countries. A short survey was conducted with 46 first-year international students at a college devoted to international students in North America to learn from the students themselves why they did or did not have problems writing their first university level essay. Their comments are interesting to read as it indicates their thought processes or, in some cases, their lack of any thought process that went into writing their essay.