ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Pathways Student Survey Results through 2015-16 School Year
Author: Mueller, Dan
Date: 2016-08-00
Type: Reports - Research
Subjects: STEM Education,Grade 4,Grade 5,Elementary School Students,Public Schools,Student Attitudes,Student Interests,Attitude Change,Program Effectiveness,Instructional Program Divisions,Gender Differences,Socioeconomic Status,English Language Learners,Racial Differences,Ethnicity,Knowledge Level,Careers,Self Efficacy,Activities,Vocational Interests,Problem Solving

STEM Pathways aims to increase youths' long-term interest, learning and achievement in STEM through a deliberate and interconnected system of STEM learning opportunities. STEM Pathways is a partnership between five informal STEM organizations--The Bakken, Bell Museum of Natural History, Minnesota Zoo, STARBASE Minnesota, and The Works--and the Minneapolis Public Schools (MPS) and the Minnesota Department of Education (MDE), that tests a model for collaboration that could be expanded and replicated across more grade levels, schools, organizations and communities. As part of the evaluation of the STEM Pathways program, students were given a survey measuring STEM awareness, attitudes, interests, and activities. The same survey items were administered to students on multiple occasions to assess any changes in their responses to them during their exposure to STEM Pathways programming. Student survey results through spring of 2016 are reported for two cohorts of students attending the six STEM Pathways schools in Minneapolis Public Schools (MPS). The results are organized and reported in the following content areas (a couple of the items were included in two areas): (1) Awareness and relevance of STEM; (2) STEM interest and confidence in STEM abilities; (3) Interest in STEM subjects; (4) Application of STEM to problem solving; and (5) Careers using STEM. Results for Cohorts 1 and 2 are reported for each survey item at each assessment point. In addition, differences in results by student demographic characteristics (gender, free/reduced-price lunch eligibility, race/ethnicity, and English Language Learner status) are described. [Funding from Department of Defense STARBASE and Boston Scientific supported the evaluation and the project coordination throughout the three-year STEM Pathways project. Additional funding to support the project was provided by Pentair Foundation in 2016. For &quot;STEM Pathways Student Survey for 2014-15 School Year. Summary of Results,&quot; see ED619817.]
How COVID-19 Has Changed Language Assessments in Higher Education: A Practitioners&apos; View
Author: Elena Polisca
Date: 2022-05-30
Type: Reports - Research
Subjects: COVID-19,Pandemics,Integrity,Ethics,Evaluation Methods,Second Language Learning,Second Language Instruction,Higher Education,Barriers,Online Courses,Language Teachers,Teacher Attitudes,Language Skills,Educational Change,Student Evaluation,Cheating,Language Tests,Semitic Languages,Indo European Languages,Chinese,French,German,Italian,English (Second Language),Japanese,Portuguese,Russian,Foreign Countries,Plagiarism,Blended Learning,Computer Assisted Instruction

This chapter examines the responses of Higher Education Institutions (HEIs) to assessment-related challenges introduced by the COVID-19 pandemic. The sudden move to online teaching and assessments required institutions to re-think their approaches to current practices and provide alternative solutions almost overnight. Our survey aimed to gather the perceptions of language teaching practitioners on how the languages sector dealt with the move to digital assessments, with particular emphasis on the delivery of online assessments, the impact on different language skills, as well as academic integrity. Results show that, whilst different institutions adopted varying practices, they seem to share similar concerns in addressing the fast-changing environment and ensure that academic integrity remains at the forefront in the move to the digital world. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Using Machine Translation as a Parallel Text to Access Literature for Modern Language Learning
Author: Bavendiek, Ulrike
Date: 2022-05-30
Type: Reports - Research
Subjects: Modern Languages,Literature,Second Language Learning,Second Language Instruction,Computational Linguistics,Translation,Teaching Methods,Aesthetics,Reading Materials,Native Language,Grammar,Accuracy,Discussion (Teaching Technique),Instructional Effectiveness,Computer Software,Learner Engagement,Reading Processes,Cultural Awareness,German,Singing,Code Switching (Language),Undergraduate Students,English,Rating Scales,Guidelines

Parallel texts in the form of Graded Readers have a long tradition in foreign language learning. When presenting the translation in the reader's first language alongside the target language text, parallel texts offer access to literary texts, to their stories, characters, plot developments, and cultural content, without the need for time-consuming vocabulary or grammar searches, which would otherwise distract from the enjoyment of the texts. This chapter will describe and evaluate a teaching activity that makes use of Google translation as parallel text. This activity exploits the inconsistencies and obvious mistakes of the English machine translation as incentives to undertake close reading of the affected passages in the original foreign language text and to suggest a better translation. It allows beginners and intermediate students to benefit from the aesthetic qualities of literary texts while developing their grammatical accuracy and cultural understanding through focus on form. The evaluation of its effectiveness will be based on class discussions. Pedagogic translation exercises are used to promote deep engagement with the foreign language. At the same time, the students learn to appreciate the complexities of translation both as a process and as a product and develop a critical understanding of translated, especially machine translated, text. The opportunity to improve inferior machine translations while engaging with rich, multi-layered literary texts is shown to be a motivating activity for language learners, who also develop their digital literacy with an understanding of the shortcomings of machine translations. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Narrative Instruction in Elementary Classrooms: An Observation Study
Author: Hall, Colby
Date: 2021-00-00
Type: Reports - Research
Subjects: Language Arts,English Teachers,Grade 1,Grade 2,Grade 3,Grade 4,Elementary School Teachers,Story Telling,Writing (Composition),Comprehension,Time,Oral Language

This study examined the amount and types of narrative instruction (i.e., story comprehension, oral storytelling, and story writing instruction) that general education English language arts teachers provide to students in Grades 1 through 4. The research team conducted 121, [approximately]30-minute classroom observations. Educators were asked to teach a lesson focused on narrative comprehension or production (i.e., on &quot;understanding literary text or creating stories&quot;). The amount and type of story instruction provided to students varied across classrooms. Forty-four percent of observed minutes were devoted to story comprehension; 10% of minutes addressed story writing. Teachers spent no time working with students on oral storytelling. Findings suggest that story production may not be an instructional focus in many primary-grade classrooms. In addition, from both a macrostructure and a microstructure standpoint, typical narrative instruction may omit elements of narrative language instruction that are associated with improved narrative comprehension, oral storytelling, and writing outcomes. [This paper was published in &quot;Elementary School Journal&quot; v121 n3 2021 (EJ1296722).]
Transition in Languages in Trying Times -- Challenges and Opportunities
Author: Koglbauer, René
Date: 2022-05-30
Type: Reports - Evaluative
Subjects: Second Language Learning,Second Language Instruction,Barriers,Teaching Methods,Elementary Secondary Education,Foreign Countries,Educational Change,Online Courses,Distance Education,Educational Policy,Intervention,Language Teachers,Employment Potential,School Business Relationship,School Community Relationship,Higher Education,College School Cooperation,Alignment (Education)

This chapter -- as the keynote at the InnoConf in September 2020 -- is set out as a call for action. Following a brief introduction focusing on the wider context of the skills and lifelong learning debate in the UK, the term 'transition' is defined and the commonly known (language education) transition points in the English education system revisited. An analysis of the primary to secondary language transition point or border zones of learning (Kelly, Medeiros, &amp; Hazard, 2019) is undertaken by adopting Downes's (2019) concepts of transition. The chapter then further unpicks unexpected transition points, such as the move from in-person to virtual delivery of the language classroom. Building on Downes's (2019) concepts, the author introduces a new concept of policy system mismatch, which is explored and tested on a couple of recent policy interventions impacting language teachers and learners (i.e. GCSE speaking endorsement, changes to the A-level specifications). As a consequence of the analysis of the various transition points, the role of collaboration in overcoming some of the barriers identified is discussed. The final section focuses on the transition from university student to graduate and employee. The reader is invited to engage with a call for action: how could we further enhance our education offer to increase our students and future graduates' employability prospects? [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Enhancing Employability Skills and Supporting Transition to the Year Abroad: A Case Study
Author: Zaher, Aziza
Date: 2022-05-30
Type: Reports - Research
Subjects: Employment Potential,Study Abroad,College Students,Job Skills,Creativity,Problem Solving,Teamwork,Second Language Learning,Semitic Languages,Student Developed Materials,Video Technology,Bilingualism,Foreign Countries

The year abroad is one of the most exciting yet challenging aspects of studying modern languages. In addition to the difficulties that all students face in transitioning to the year abroad, students of Arabic face the challenge of Arabic diglossia, given the existence of different written and spoken language varieties. To help with the transition to the Arabic year abroad, Durham University provided funding to recruit a team of staff and final-year students who had completed their year abroad to produce videos to help prepare students for their year abroad in Jordan, Lebanon, and Morocco. This project provided students with a unique experience that equipped them with crucial employability-related skills such as creativity, problem-solving, and teamwork, among others. This paper presents a case study of the project, its outcomes, and some feedback received from students who worked on the project and those who have used the videos. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Language Education as Public Engagement: Designing Authentic Projects on German-Speaking Film
Author: Jochum-Critchley, Thomas
Date: 2022-05-30
Type: Reports - Evaluative
Subjects: Second Language Instruction,German,Films,Student Projects,Student Attitudes,Community Involvement,Foreign Countries,College Students

This chapter argues for the integration of public engagement into language teaching in order to respond to the current challenging environment for language study. &quot;Impact teaching&quot; seeks to develop language education through engagement with audiences beyond the classroom and especially outside higher education. One illustration of this approach is the student projects which have been designed as part of the module 'Contemporary German-speaking film', first introduced at the University of York in 2018/2019. The project brief asks students to organise, prepare, and deliver a film evening event including a film introduction and a post-screening Q&amp;A in German. The approach has proven very successful with very positive student feedback on the initial in-person format, despite the limited audience numbers. The move to an online format during the pandemic has increased the impact of the event dramatically and the newly collected attendee feedback has confirmed very positive responses to the projects. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education,&quot; see ED619814.]
Teaching English with Linguistic Landscapes to Saudi Students Studying Abroad
Author: Al-Jarf, Reima
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Study Abroad,Teaching Methods,Foreign Countries,Reading Comprehension,Language Usage,Social Media,Computer Mediated Communication,Vocabulary Skills,Grammar,Context Effect,Cues,Sociocultural Patterns,Pragmatics,Prior Learning,Language Proficiency,Layout (Publications),Undergraduate Students,Advertising,Inferences,Language Styles

Aims: Since many Saudi ESL students studying abroad have limited vocabulary and grammar knowledge and poor reading comprehension skills, this article proposes the integration of linguistic landscapes (LLs) in teaching English to Saudi students studying abroad to supplement the English language courses and textbooks they study. Definition of LLs: LLs refer to the use of language in the environment, i.e., the words and images displayed in public spaces such as streets, airports, schools, government buildings, shopping centers, tourist attractions, and others. They contain announcements, directions, warnings, services, and commercial ads. They are characterized by brevity, use of authentic language, and specific structures such as commands and ellipted phrases. Materials, Tasks and Teaching Strategy: Since LLs differ in length and difficulty level, the English LLs selected for instruction should match the students' proficiency level. Instruction with LLs begins with selecting a Facebook page for posting LLs and discussions about them. The instructor introduces the LLs, gives pre-questions, and sets goals for working on them. The students practice LL text analysis. They predict the topic, pay attention to specific vocabulary and grammatical structures, and use contextual clues and their background knowledge to infer the overall meaning of an LL and the meanings of difficult words. At an advanced stage, students may identify the pragmatic, stylistic and sociocultural features of LLs. The students discuss their answers with the instructor, summarize, retell, or paraphrase an LL, discuss difficulties in vocabulary and grammatical structures. They can identify the number of directions given in a single sign, infer the intention and purpose of the sign, give the pragmatic reasons for the way the sign is worded and connect them with its design, pictures, colors and fonts used. Reflections and Recommendation: LL pedagogy was beneficial and fun. Use of a Facebook LL repository with explanations is recommended.
Designing English for Islamic Studies Courses: Some Basic Considerations
Author: Al-Jarf, Reima
Date: 2021-00-07
Type: Journal Articles
Subjects: Undergraduate Students,Semitic Languages,Translation,Vocabulary Development,English for Special Purposes,Instructional Materials,Connected Discourse,Majors (Students),Islam,Material Development,Dictionaries,Curriculum Design,Instructional Design,Foreign Countries,Islamic Culture,Grammar,Reading Comprehension

Undergraduate students majoring in Islamic Studies in Saudi Arabia need to take an English-for-Specific-Purposes (ESP) course each year of the B.A. program. The material for all four courses was developed in-house by a group of instructors at those colleges. A review of the course material, particularly reading texts, showed many inadequacies. It was found that each course material consists of 6 units, consisting of a reading text followed by comprehension questions, few vocabulary items and their dictionary definition. Vocabulary exercises required the students to fill gaps with the words that were defined or by looking them up in a dictionary. English passages consisted of a literal translation of Arabic sentences rather than connected discourse. The texts lacked cohesion, coherence, and an organizational structure and the stylistic features of English texts. Ideas are abstract, vague and have insufficient details. Stories had no theme, no setting, and no sequence of events. Although the course requires the students to translate the same reading texts included in the course, there is no mention of the translation skills that need to be practiced by the students. English for Islamic Studies courses need to be re-designed by a team of subject-matter, curriculum design and native English language experts. The reading text structure, register stylistic features and specific reading comprehension, vocabulary, grammar and translation skills should be taken into consideration in designing the course. A model for re-designing the English for Islamic Studies courses is provided.
Back to School RI: Specific Learning Disabilities Identification during COVID. SY20-21
Author: Rhode Island Department of Education (RIDE)
Date: 2020-09-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Learning Disabilities,Identification,Distance Education,School Closing,Educational Change,State Policy,Evaluation Criteria,Elementary Secondary Education,Referral,Evaluation Methods,Eligibility,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities

This document discusses specific learning disabilities identification (SLD ID) determination implications and considerations with distance learning and school reentry due to COVID-19.
Teacher&apos;s Role in Reading Instruction of K to 3 Stages during Modular Distance Learning
Author: Estoque, Irene Jean A.
Date: 2022-01-07
Type: Information Analyses
Subjects: Teacher Role,Reading Instruction,Kindergarten,Elementary School Students,Distance Education,Teaching Methods,Parents as Teachers,Educational Change,School Closing,COVID-19,Pandemics,Educational Planning,Independent Study,Cognitive Style,Reading Skills,Skill Development,Reading Materials,Intervention,Foreign Countries

The COVID-19 pandemic has caused countries to lockdown. Like all other affected sectors, educational institutions have also been affected and closed to sustain the spread of the virus. With this situation, the Department of Education adopted the Basic Education Learning Continuity Plan and implemented the Modular Distance Learning (MDL) modality to continue education despite the pandemic. Printed distance learning modality was implemented where Self-Learning Modules are used as a medium of instruction. This modality brought a significant challenge to teachers and learners, especially in teaching reading in the lower grades. This study aimed to understand teachers' role in reading instruction in Kindergarten to Grade III during Modular Distance Learning (MDL). This study found out that Modular Distance Learning affects teachers' role in reading instruction given the learners' learning style at this stage, the reading skills to be mastered, and the current learning modality. Teachers now become the facilitators of reading instruction in this modality, while learners' parents or guardians become direct reading teachers. Therefore, parents or guardians must master reading skills. There is a collaboration between teachers and parents or guardians to implement reading instruction in modular distance learning effectively. The researcher recommended that teachers provide appropriate reading instruction assistance to the parents and appropriate reading materials and interventions.
Emerging Technologies for Online Learning
Author: Baskas, Richard S.
Date: 2022-06-08
Type: Information Analyses
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Telecommunications,Handheld Devices,Computer Simulation,Interactive Video,Web Sites,Integrated Learning Systems,Artificial Intelligence,Audio Equipment,Video Technology,Internet

When teaching an online class, there are many forms of technology that are available for teachers to use to work with students. Online classes allow students the opportunity to use a variety of mobile devices to make it easier for students to participate in online classes. A literature review was conducted through Google and GoogleScholar to determine what forms of technology can be available for teachers to use in an online course. Research revealed that there is a variety of tools that teachers can use to work with students when conducting an online class. Even as advanced as technology will become in the future, there will always be some form of mobile device that will be able to help students in working with online courses.
Administration of Medications in Wisconsin Schools
Author: Wilson, Louise
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: School Health Services,School Nurses,Drug Therapy,Guidelines,Administrative Policy,Best Practices,School Districts,Allied Health Personnel,Training,State Legislation

&quot;Administration of Medication in Wisconsin Schools&quot; provides a framework for developing policies and procedures that meet the requirements for medication administration in the school setting. This document explains the various Wisconsin laws affecting the administration of medication to students. When applicable, best practice guidelines are included. This document is intended for use by school administrators and school nurses. Local boards of education should review these guidelines with their legal counsel as necessary, to incorporate the guidance within school district policy.
Shooting at Sparrows with a Cannon: Russia&apos;s Counterproductive Law on Education. Kennan Cable No. 72
Author: Smith, Kathleen E.
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Legislation,Enrichment Activities,Access to Education,Laws,Propaganda

Russian youth are under threat. At least, that is the perspective of some Russian lawmakers. The explanatory note accompanying a draft amendment to the Russian Federal Law on Education declared: &quot;The absence of appropriate legal regulation creates the preconditions for the uncontrolled realization by anti-Russian forces of a wide range of propaganda activities--including those supported from abroad and aimed at discrediting the state policies of the Russian Federation, revision of history, and undermining of the constitutional order--among school children and students.&quot; The legislation's sponsor, Yelena Afanasyeva, introduced the measure in December 2020 with the claim that the bill was in response to a &quot;long game&quot; being carried out by &quot;foreign grants, foreign foundations, and foreign embassies.&quot; Regulating enrichment programs has proved controversial and complicated. In practice, the amendment as signed into law by President Putin in April 2021 places roadblocks in the way of inviting any speaker into a Russian school or allowing any volunteer to run afterschool activities. Analysis of the legislative history of the law on educational activities [&quot;prosvetitel'skaia deiatel'nost'&quot;] demonstrates both the priorities of the Putin regime and the flaws of its rubber stamp legislature. This article demonstrates how the amendment reflects the regime's current obsession with fighting foreign influence and how the results show the price of its incompetence as a &quot;patriotic&quot; law threatens to choke off educational opportunities across the board. [This document was published by Wilson Center's Kennan Institute.]