ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Reform&apos;s Deep Blue Hue: Are School Reformers Right-Wingers or Centrists--or Neither?
Author: Greene, Jay P.
Date: 2019-03-00
Type: Reports - Research
Subjects: Educational Change,Political Attitudes,Politics of Education,Activism,Political Affiliation,Elementary Secondary Education,Political Campaigns,Fund Raising,Ideology

This new analysis, which examines the political campaign contributions from those most active in education reform, finds that the movement is populated by individuals who support Democratic candidates for public office. The bottom line: The leading participants in the school-reform &quot;wars&quot; are mostly engaged in an intramural brawl, one between union-allied Democrats and a strand of progressive Democrats more intent on changing school systems. Depictions of school reform have become remarkably detached from the reality of who populates the education-reform world. To gauge the partisan composition of the reform movement, researchers examined the political campaign contributions of a large sample of individuals working in education-reform organizations. A list of Bill and Melinda Gates and Walton Family Foundation grantees was compiled for the sample. In total, researchers found 2,625 political campaign contributions from the staff of Gates grantees. Of those contributions, 99 percent supported the Democratic Party of Democratic candidates. Researchers found that 87 percent of contributions from employees from organizations that receive support from the Walton Family Foundation went to Democrats. 74 percent of the funds in total contributions went to Democrats. Although school reform is routinely portrayed as a right-wing enterprise and the education-reform community defends itself as bipartisan, school reformers are decidedly left-leaning. Political giving by school reformers and reform-minded scholars is about as one-sided as that in other liberal precincts, such as Hollywood and public-employee unions, which suggests that education reformers are far more left-leaning than the nation's educators are. The lopsided political makeup of education reform risks creating an echo chamber, hinders reform efforts in red and purple states, and can create challenges when anticipating and addressing the concerns of right-leaning constituencies.
Student Reports of Bullying: Results from the 2017 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2019-054
Author: Seldin, Melissa
Date: 2019-07-00
Type: Reports - Research
Subjects: Bullying,Victims,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Instructional Program Divisions,Age Differences,Family Income,Correlation,Crime,Juvenile Gangs,Weapons,Drug Abuse,Alcohol Abuse,Social Bias,Educational Environment,Geographic Regions,Adolescents,Interpersonal Relationship,Self Concept,Physical Health

The tables in this report include data from the 2017 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). These tables show the extent to which students with different characteristics report being bullied, including estimates by student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2015-16 Common Core of Data (CCD) and the 2015-16 Private School Universe Survey (PSS) to the SCS data to show the extent to which bullying victimization is reported by students in schools with different characteristics. The SCS tables show the relationship between reported bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school.
Arkansas Department of Higher Education Operating Recommendations for State-Supported Institutions of Higher Education, Fiscal Year 2019-20
Author: Arkansas Department of Higher Education
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: State Aid,Higher Education,Budgets,Funding Formulas,Productivity,Two Year Colleges,Educational Finance,Expenditures

There are two models that determine higher education funding in the state of Arkansas. The state uses a Need-Based Model in tandem with a Performance Based Model. The Arkansas Department of Higher Education (ADHE) is tasked with making recommendations to state lawmakers regarding budgets of public institutions of higher education. The Arkansas Higher Education Coordinating Board (AHECB) recommends the budgets and personal services to the State Legislature as outlined in the budget recommendation manuals. At its October 27, 2017 meeting, the AHECB approved the productivity funding model policies for the two-year colleges and universities. The policies were developed in conjunction with presidents and chancellors after meetings and revisions. The AHECB shall use the productivity-based funding model as the mechanism for recommending funding for applicable state-supported institutions of higher education. According to A.C.A. §6-61-234, the productivity-based funding model shall not determine the funding needs of special units such as a medical school, division of agriculture, or system offices. These special units are known as non-formula entities and ADHE staff reviewed justification requests submitted by the non-formula entities and prepared funding recommendations for Fiscal Year 2018-19 based upon those requests. Among this year's recommendations are: (1) For the universities, an increase in funding is recommended for those institutions with productivity increases for a total change in university funding of $5,495,145; (2) For the two-year colleges, an increase in funding is recommended for those institutions with productivity increases for a total change in two-year college funding of $1,938,134; (3) For the non-formula entities, the recommendation is for a 1.8% increase based on the HEPI index and a recommendation of full funding of Operations and Program Enhancement requests which combined would require an additional $21.6 million, of which $5.5 million would be for the University of Arkansas for Medical Sciences (UAMS); and (4) The total funding recommendation for 2019-20 for Colleges and Universities is $7,433,279 in new revenue with $6,571,728 of that being redistributed from one time incentive funds. The total recommendation for 2019-2020 for the Non-Formula Entities is $21,601,175 in new revenue. [For the 2018-2019 Operating Recommendations, see ED596355.]
New Educational Landscapes: Innovative Perspectives in Language Learning and Technology
Author: Plutino, Alessia, Ed.
Date: 2019-07-10
Type: Books
Subjects: Foreign Countries,Foreign Students,Virtual Classrooms,Electronic Learning,Online Courses,Italian,Language Teachers,English for Academic Purposes,Blended Learning,Second Language Learning,Second Language Instruction,Educational Innovation,Computer Oriented Programs,Educational Technology,Technology Uses in Education,German,Computer Simulation,Undergraduate Students,Intercultural Communication,Vocabulary Development,Educational Games,Game Based Learning,Teacher Education

This edited collection presents a selection of contributions made to the 12th eLearning symposium, held at the University of Southampton, in January 2019. It focuses on how innovative and creative language teaching approaches can respond to modern, ever-transforming educational landscapes. The contributors are educators from higher education across the UK and the world, and topics include: virtual reality and gamified learning in languages, digital field trips, open educational practice, massive open online courses, and telecollaboration. This volume includes: (1) Introduction -- symposium short papers (Alessia Plutino, Kate Borthwick, and Erika Corradini); (2) Multilingual immersive communication technology: repurposing virtual reality for Italian teaching (Billy Brick, Tiziana Cervi-Wilson, Sean Graham, Tsvetan Tsankov, Michael Loizou, Nina Godson, and Kelly Ryan); (3) A study on technology-based speech assistants (Serpil Meri-Yilan); (4) Vocabulary Kingdom: gamified EAP vocabulary acquisition using blended learning (Christina Markanastasakis); (5) MISSION BERLIN -- a mobile gamified exploration of a new educational landscape (Bart Pardoel, Salomi Papadima-Sophocleous, and Androulla Athanasiou); (6) A deep linguistic computer-assisted language learning game for Italian (Jessica Zipf); (7) Using online volunteer translation communities for language learning in formal education (Anna Comas-Quinn); (8) BMELTET -- Blending MOOCs into English language teacher education with telecollaboration (Marina Orsini-Jones and Abraham Cerveró Carrascosa); (9) Design recommendations to address cultural issues in multicultural MOOCs: a systematic literature review (Rana Shahini, Hugh C. Davis, and Kate Borthwick); (10) The lights and shadows of intercultural exchange projects for 21st-century skills development: analysis and comparison of two online case studies (Marta Fondo and Pedro Jacobetty); (11) Telecollaboration in the foundation year classroom: the 'Global Student Collective' (Lucy Watson); (12) What I did on my holidays: digital fieldtrips and digital literacies (Sarah Fielding); and (13) &quot;What is this place?&quot; -- using screencasts to guide international students around the virtual learning environment (Michael Salmon).
Examining Teacher Perceptions of SDLMI Implementation and Student Self-Determination Outcomes
Author: Shogren, Karrie A.
Date: 2019-11-15
Type: Reports - Research
Subjects: Teacher Attitudes,Self Determination,Teaching Methods,Program Implementation,Fidelity,Correlation,Special Education Teachers,Students with Disabilities,Faculty Development,Coaching (Performance),Intervention,Program Effectiveness

This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a two-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students' beginning of the year self-determination status, and that teacher-perceived fidelity then impacted students' end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed. [This is the in press version of an article in &quot;Career Development and Transition for Exceptional Individuals.&quot;]
Examining the Impact of the SDLMI and Whose Future Is It? Over a Two-Year Period with Students with Intellectual Disability
Author: Shogren, Karrie A.
Date: 2019-05-28
Type: Reports - Research
Subjects: Intellectual Disability,Self Determination,Teaching Methods,Program Effectiveness,Intervention,Models,Special Education Teachers,Students with Disabilities,Transitional Programs,Planning,Program Implementation,Fidelity

The purpose of this study was to examine self-determination outcome data in the year following a one-year cluster randomized controlled trial (C-RCT) comparing the impacts of a &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) only condition to a SDLMI + &quot;Whose Future Is It?&quot; (SDLMI + WF) condition. Using multilevel B-spline model analysis with Bayesian estimation, we examined ongoing patterns of growth after the trial ended and all students were exposed to SDLMI + WF. The findings suggest that the inclusion of an additional year of outcome data provided additional insight into the impact of more intensive intervention conditions over time. Specifically, after the initial year of implementation, the SDLMI + WF condition predicted greater annual gains than the SDLMI only condition, unlike findings in the first year which reflected the opposite pattern. This evidence suggests a non-linear growth pattern over multiple years of intervention with more intensive interventions. Implications for future research and practice are discussed. [This is the in press version of an article in &quot;American Journal on Intellectual and Developmental Disabilities&quot;.]
Improving Reading Comprehension with Automatically Generated Cloze Item Practice
Author: Olney, Andrew M.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Reading Improvement,Reading Comprehension,Prior Learning,Cloze Procedure,Pretests Posttests,Natural Language Processing,Item Analysis,Reading Tests,Test Items,Foreign Countries,Reading Instruction

This study investigated the effect of cloze item practice on reading comprehension, where cloze items were either created by humans, by machine using natural language processing techniques, or randomly. Participants from Amazon Mechanical Turk (N = 302) took a pre-test, read a text, and took part in one of five conditions, Do-Nothing, Re-Read, Human Cloze, Machine Cloze, or Random Cloze, followed by a 24-hour retention interval and post-test. Participants used the MoFaCTS system [27], which in cloze conditions presented items adaptively based on individual success with each item. Analysis revealed that only Machine Cloze was significantly higher than the Do-Nothing condition on post-test, d = 0.58, CI[subscript 95][0.21,0.94]. Additionally, Machine Cloze was significantly higher than Human and Random Cloze conditions on post-test, d =0.49, CI[subscript 95][0.12,0.86] and d = 0.71, CI[subscript 95][0.34, 1.09] respectively. These results suggest that Machine Cloze items generated using natural language processing techniques are effective for enhancing reading comprehension when delivered by an adaptive practice scheduling system. [This paper was published in: E. Andre et al. (Eds.), &quot;Proceedings of the 18th International Conference on Artificial Intelligence in Education&quot; (pp. 262-273). Wuhan, China: Springer.]
A Study on Technology-Based Speech Assistants
Author: Meri-Yilan, Serpil
Date: 2019-07-10
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Technology Uses in Education,College Students,Foreign Countries,Speech Instruction,Speech Skills,Instructional Effectiveness,Student Attitudes,Listening Skills

This research aimed to look at students' perspectives on learning language through two technology-based speech recognition programmes, ImmerseMe and ELSA (English Language Speech Assistant). Data were collected from qualitative research instruments in April 2018. Five university-level students performed activities to improve their English and other languages in ImmerseMe for 30 minutes twice in two weeks, whereas they did activities to build up their English in ELSA once. The researcher observed them, and then interviewed them asking questions about their learning via these programmes. The findings showed that students had contrasting views on the programmes drawing attention to the programmes' benefits and potential improvements. This study demonstrated that Speech Recognition Technology (SRT) improved their speaking and listening skills. It makes recommendations for students, teachers, institutions, and designers to consider the effectiveness of SRT in language learning environments. It indicates the need to design a learning environment with a well-equipped programme. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Vocabulary Kingdom: Gamified EAP Vocabulary Acquisition Using Blended Learning
Author: Markanastasakis, Christina
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Vocabulary Development,Language Acquisition,Educational Games,English for Academic Purposes,Blended Learning,Self Determination,Student Motivation,Learning Activities,College Students

Students in higher education should work on acquiring academic vocabulary as this is essential to skilfully communicating with other members of the academic community. Vocabulary acquisition is an essential but frequently neglected process due to the intensity, time pressure, and high stakes of short, assessment-based English for Academic Purposes (EAP) courses designed to prepare students for their postgraduate academic programme. Thus, in this experiment, student motivation to engage with vocabulary acquisition is considered in the context of Self-Determination Theory (SDT), which provides a framework for intrinsic and extrinsic motivation. In particular, intrinsic motivation is engendered by feelings of competence, autonomy, and relatedness; extrinsic motivation is rooted in quantifiable outcomes. With these theories in mind, Vocabulary Kingdom is a game that was created for an EAP, higher education classroom context, with the rationale of motivating students to spend more time engaged in vocabulary acquisition. This game features blended learning, with activities occurring in the classroom context and online. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Design Recommendations to Address Cultural Issues in Multicultural MOOCs: A Systematic Literature Review
Author: Shahini, Rana
Date: 2019-07-10
Type: Reports - Research
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Cultural Differences,Culturally Relevant Education,Language of Instruction

One of the goals of Massive Open Online Courses (MOOCs) is to democratise education. With their unique openness feature, courses are offered to global learners with diverse backgrounds and cultures. This research has conducted a systematic literature review to identify the cultural aspects of multicultural learning environments and MOOCs, and what strategies, approaches, and dimensions have been implemented to deal with cultural challenges in relation to learning and teaching. The results showed how cultural differences on many levels are an influential factor on learning and teaching. Several pedagogical, contextual, and behavioural strategies have been implemented to overcome cultural differences in learning. In conclusion, this report presents an inventory of suggestions for a MOOC development team to consider when they are designing and delivering MOOC courses for multicultural audiences. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
What I Did on My Holidays: Digital Fieldtrips and Digital Literacies
Author: Fielding, Sarah
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Foreign Countries,Virtual Classrooms,Field Trips,Computer Literacy,Computer Simulation,College Students,Educational Benefits

If a picture says a thousand words, how much can a 360° image say? How can experiencing (or understanding) other languages and cultures be conveyed in immersive experiences? The Digital Learning Team at the University of Southampton has been developing innovative resources whilst piloting the use of Thinglink, a subscription- and browser-based software which allows educators and students to create interactive 360° tours embedded with rich media tags and online forms. As mentioned in Fielding and Peel (2017), &quot;[u]sually it takes months of training to develop a virtual world but Thinglink allows this to be done in a short space of time by users with no previous experience&quot; (n.p.). Students could develop digital literacies and skills by creating immersive narratives of their experiences beyond the university environment. In exploring one easy to apply production process, we are at an early stage of innovative practice which has applications for many disciplines. This report outlines aspects of our production process and gives top tips for designing for 360° resources. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
A Deep Linguistic Computer-Assisted Language Learning Game for Italian
Author: Zipf, Jessica
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Italian,Computer Assisted Instruction,Educational Technology,Second Language Learning,Grammar,Educational Games

This paper describes the initial stages of a project which seeks to develop a language learning game for Italian running a deep linguistic grammar at its backend for fine-grained error detection. The grammar is designed within the grammatical framework of Lexical Functional Grammar (LFG). The project aims to bring together work from different fields by combining strategies from computational linguistics with theoretical insights from Second Language Acquisition (SLA) and components from computer gaming. [For the complete volume, &quot;New Educational Landscapes: Innovative Perspectives in Language Learning and Technology,&quot; see ED596359.]
Teacher Depression as a Dynamic Variable: Exploring the Nature and Predictors of Change over the Head Start Year
Author: Hindman, Annemarie H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Intervention,Preschool Education,Depression (Psychology),Preschool Teachers,Teacher Characteristics,Ethnicity,Hispanic Americans,Class Size,Teaching Conditions,Predictor Variables,Social Development,Behavior Problems,Prosocial Behavior,Child Development,Emotional Development,Student Behavior,Social Support Groups,Curriculum,Compensation (Remuneration),Classroom Environment

This study used the Family and Child Experiences Survey, 2009 cohort, to explore the levels of depression among a nationally representative sample of Head Start teachers at the beginning and end of the preschool year. Results showed that one in three Head Start teachers reported some depression either in fall or spring, and that change in depression between fall and spring was commonplace. Characteristics of individuals (initial depression, Hispanic/Latino ethnicity), classrooms (class size, number of DLLs, average child prosocial skills), and the workplace (peer depression, curriculum support, positive workplace climate, number of employer-provided benefits) were linked to change in teacher depression. Moreover, reduced depression over the course of the year was uniquely predictive of children's gains in prosocial skills and declines in problem behaviors, as rated by teachers; however, no associations emerged between teacher depression and parent-rated child socioemotional outcomes. Overall, results undergird the importance of considering teacher depression as a dynamic construct in early education settings. In addition, findings highlight common method variance as a potential methodological challenge in this line of research for which future studies should carefully account.