ethanporcaro/eric-fulltext-meta huggingface dataset:
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2015 to June 30, 2016
Author: New Jersey Department of Education
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,State Legislation,School Districts,Educational Legislation,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Nontraditional Education,Surveys,Check Lists,Guidelines,Intervention,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Truancy,Federal Legislation,Grants

This report presents information provided by New Jersey public schools for the 2015-16 school year on incidents of violence; vandalism; weapon offenses; substance offenses; and harassment, intimidation, and bullying (HIB). The information is presented annually by the New Jersey Department of Education (NJDOE) to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law&quot; (N.J.S.A. 18A:17-46 through 48), as amended by P.L. 2010, c.122. This report is divided into two main sections: &quot;Key Findings&quot; and &quot;Programmatic Response.&quot; In the &quot;Key Findings&quot; section, the NJDOE presents incident counts reported by schools by the main categories of violence, vandalism, weapon offenses, substance offenses, and HIB. Other incident characteristics, such as location and gang-related offenses, are also reported in this section. In addition, a review of programs/services provided to the student when disciplinary action removes a student from the usual education setting, as well as details specific to HIB investigations, incidents, trainings, and programs, are also included. In the &quot;Programmatic Response&quot; section, prevention methods, NJDOE recommendations, and an overview of NJDOE supports are reviewed in relation to developing and maintaining safe and supportive schools in New Jersey. [For the 2014-2015 report, see ED590616.]
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2016 to June 30, 2017
Author: New Jersey Department of Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,State Legislation,School Districts,Educational Legislation,Discipline,Crime Prevention,Victims of Crime,Criminals,Professional Development,Aggression,Bullying,Public Schools,Data Collection,Hearings,Nontraditional Education,Surveys,Check Lists,Guidelines,Intervention,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Truancy,Federal Legislation

This report presents information provided by New Jersey public schools for the 2016-17 school year on incidents of violence; vandalism; weapon offenses; substance offenses; and harassment, intimidation, and bullying (HIB). The information is presented annually by the New Jersey Department of Education (NJDOE) to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law&quot; (N.J.S.A. 18A:17-46 through 48), as amended by P.L. 2010, c.122. This report is divided into two main sections: &quot;Key Findings&quot; and &quot;Programmatic Response.&quot; In the &quot;Key Findings&quot; section, the NJDOE presents incident counts reported by schools by the main categories of violence, vandalism, weapon offenses, substance offenses, and HIB. Other incident characteristics, such as location and gang-related offenses, are also reported in this section. In addition, a review of disciplinary action and details specific to HIB investigations, incidents, trainings, and programs, are also included. In the &quot;Programmatic Response&quot; section, NJDOE responses and objectives are provided in relation to developing and maintaining safe and supportive schools in New Jersey. [For the 2015-2016 report, see ED590617.]
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bachelor&apos;s Degree
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Educational Attainment,High School Graduates,College Graduates,Bachelors Degrees,Associate Degrees,Economic Opportunities,Employment Opportunities,Blue Collar Occupations,Skilled Occupations

In the post-World War II period, workers with a high school diploma or less were able to attain jobs with middle-class wages in American industry. Good jobs were available in manufacturing and other blue-collar industries that employed large numbers of high school-educated workers. But as automation, globalization, and related phenomena have led to major structural changes in the American economy, economic opportunity has shifted toward more educated workers with higher skill levels. Whereas two out of three entry-level jobs in the industrial economy demanded a high school diploma or less, now two out of three jobs demand at least some education or training beyond high school. In this report, the authors write about the three pathways to good jobs, each defined by education and skills: the high school pathway, the middle-skills pathway, and the bachelor's degree (BA) pathway.
Tracking Online Learning Behaviour in a Cross-Platform Web Application for Vocabulary Learning Courses
Author: Enokida, Kazumichi
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Online Courses,Educational Technology,Technology Uses in Education,Vocabulary Development,Teaching Methods,Web Based Instruction,College Students,Program Effectiveness,Telecommunications,Handheld Devices

The present study aims to reveal English as a Foreign Language (EFL) learners' online learning behaviour in a cross-platform web application for EFL vocabulary learning courses at a national university in Japan. Students were divided into two groups: those who were provided with the new, cross-platform application for vocabulary learning, and those with the older, PC-based Web-Based Training (WBT) system. The learning contents, learning processes, and the course evaluation systems were almost identical between these two groups. The log data of approximately 850 students over a year was extracted, and the online learning behaviour was statistically compared between the two groups. The comparison results can be summarised as (1) the total learning duration, the outcome, and learning efficiency are almost equivalent across the groups, and (2) the students with the new application exhibited a relatively significant tendency of frequent, steady, and periodical logins than those with the old one. The analyses suggested that the cross-platform, mobile-optimised web application elicited the students' ability to regulate their everyday self-accessed online learning. [For the complete volume of short papers, see ED590612.]
Addressing Current and Future Challenges in EAL Writing with Universal Design for Learning
Author: Dickinson, Paul
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Access to Education,Barriers,Writing Instruction,Teaching Methods,College Students,Student Attitudes,Foreign Countries,Nursing Education,English (Second Language),Japanese,Native Language,Guidelines,Student Evaluation,Course Descriptions

Writing is an essential literacy skill that is crucial to meeting various social demands. It is also extremely difficult to master, especially for learners of an additional language who face significant barriers to learning. Universal Design for Learning (UDL), is an instructional framework promoted as an effective means of removing such barriers. The basis of UDL is that learning barriers are best addressed through curricula and lessons that provide multiple means of &quot;engagement,&quot; &quot;representation,&quot; and &quot;action and expression.&quot; This study explores the application of UDL in an English as an Additional Language (EAL) writing course at a Japanese university. The UDL guidelines were used in the design and implementation of goals, instruction, learning tasks, and assessments. Learners' perceptions of the UDL-based instruction were investigated using a questionnaire survey. [For the complete volume of short papers, see ED590612.]
Learners&apos; Satisfaction Comparison between Text and Speech Dialogue-Based Computer Assisted Language Learning System
Author: Choi, Sung-Kwon
Date: 2018-12-08
Type: Reports - Research
Subjects: Computer Assisted Instruction,Second Language Learning,Student Satisfaction,Speech,English (Second Language)

This paper is about the learners' satisfaction comparison between text and speech Dialogue-Based Computer-Assisted Language Learning systems (DBCALL system). A DB-CALL system aims to allow learners to talk to the system in a foreign language as if they were talking with a native speaker and to provide learning feedback that will grammatically correct spoken foreign language or recommend a better expression. The satisfaction analysis of the text DB-CALL system was conducted by 20 learners. The satisfaction analysis of the speech DB-CALL system was conducted by 36 learners. The average satisfaction of the text DB-CALL system was 3.44 points. This system needs to improve the ability to respond appropriately to out-of-topic conversations (2.10 points). The average satisfaction of the speech DBCALL system was 3.87 points. This system needs to enhance the speech recognition function (3.36 points). [For the complete volume of short papers, see ED590612.]
Social Media in Language Learning: A Mixed-Methods Investigation of Saudi Students&apos; Perceptions
Author: Aloraini, Nouf
Date: 2018-12-08
Type: Reports - Research
Subjects: Foreign Countries,Social Media,Second Language Learning,English (Second Language),Student Attitudes,Computer Uses in Education,Adult Students,Advanced Students,Differences,College Students

This study investigates Saudi students' attitudes towards the use of four Social Media (SM) applications for learning English as a Foreign Language (EFL): Instagram, Snapchat, Twitter, and WhatsApp. Ninety-nine adult students participated in this mixed-methods study, which included surveys and interviews to examine their perception of SM as pedagogical tools. A two-way analysis of variance (ANOVAs) revealed that there are differences between beginner and advanced students in their perceptions of the usefulness of SM applications for language learning, but not in their affective feelings towards SM for use outside the classroom, nor their choice of SM application for learning. In addition, groups' choices of SM varied according to language purposes and skills to be learned. Further qualitative analysis revealed that advanced learners are reluctant to use SM for academic purposes, considering them to be their own social (not educational) spaces. [For the complete volume of short papers, see ED590612.]
Practices, Challenges, and Prospects of E-Learning at a Saudi University: English Teachers&apos; Perspectives
Author: Alzahrani, Sahar
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Language Teachers,English (Second Language),Electronic Learning,Educational Technology,College Faculty,Teaching Experience,Teaching Methods,Teacher Attitudes,Technology Integration,Second Language Instruction

This research aims to examine the practices of university English Language (EL) teachers in e-learning and to explore perspectives on the challenges and prospects of e-learning. It is an exploratory study which adopts a pragmatic paradigm and a mixed method approach to inquiry. A survey design and a phenomenological design are used in this research to investigate the use of technology by the teachers of EL at Umm AlQura University (UQU) in Saudi Arabia (SA) and to explore their lived experiences as well as their views in relation to the challenges and prospects of e-learning implementation. It uses both quantitative data taken from a closed-ended survey (N=43) and qualitative data taken from a Focus Group (FG) with ten university EL teachers who teach English for Specific Purposes (ESP, i.e. medical purposes) in a country where English is used as a foreign language. The research seeks to examine the university EL teachers' practices of e-learning in their teaching and to explore their perspectives on the challenges and prospects of the implementation of e-learning. [For the complete volume of short papers, see ED590612.]
Learning L2 Pronunciation with a Text-to-Speech Synthesizer
Author: Cardoso, Walcir
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Pronunciation,Second Language Learning,Second Language Instruction,Morphemes,Comparative Analysis,Pronunciation Instruction,Correlation,Teaching Methods,Audio Equipment,Speech Communication,English (Second Language),Pretests Posttests,Control Groups,Experimental Groups,Computer Assisted Instruction

The study explored the pedagogical use of Text-To-Speech (TTS) synthesizers by comparing two groups of students learning the pronunciations associated with Regular Past Tense (RPT) marking in English (e.g. talk[t], clean[d], want[id]). While one group received TTS-based instruction, the other was taught RPT with teacher assistance. Our findings indicate that both groups behaved similarly regarding the production of RPT, and that the target allomorphs are acquired in the following order: id&gt;d&gt;t. [For the complete volume of short papers, see ED590612.]
Can TTS Help L2 Learners Develop Their Phonological Awareness?
Author: de Araújo Gomes, Almir Anacleto
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Assistive Technology,Audio Equipment,Technology Uses in Education,Second Language Learning,English (Second Language),Phonological Awareness,Adult Students,Auditory Perception,Morphemes,Pronunciation,Foreign Countries

Text-To-Speech synthesizers (TTS) have raised the interest of researchers and teachers for their ability to enhance foreign/second language (L2) learning, particularly with regards to the development of pronunciation skills (Liakin, Cardoso, &amp; Liakina, 2017). Despite some optimistic results, there are no studies that investigate TTS's pedagogical potential to enhance L2 Phonological Awareness (PA), especially in &quot;foreign&quot; language contexts, where access to rich aural input is limited in terms of both quantity and quality. The present study examines TTS's pedagogical potential as a tool to assist English L2 learners develop their PA, focusing on the morphophonological alternations that characterize regular past tense marking in English (past -ed). Results show that TTS contributed positively for the auditory perception and controlled (but not spontaneous) production of the targeted phenomenon. [For the complete volume of short papers, see ED590612.]
Instructors as MALL Engineers: Adapting, Modifying, and Creating Mobile Materials for Listening Practice
Author: Barcomb, Mike
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Educational Resources,Second Language Instruction

For teachers to utilize Mobile Assisted Language Learning (MALL) resources, they must consider how to balance implementation with their available resources. As it is no longer the case that programming is required to create one's own MALL resources, teachers could benefit from a framework that helps them to match their resources and pedagogical goals with user-friendly and customizable MALL materials. To this end, this paper serves as a proposal for a framework that helps teachers to match their available resources with three levels of customizable MALL materials for listening practice: adaptation, modification, and creation. The possibilities for teacher customized MALL materials at each level will be discussed. [For the complete volume of short papers, see ED590612.]
Designed and Emerging CALL Affordances in Videoconferencing for Language Learning and Teaching
Author: Dey-Plissonneau, Aparajita
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Videoconferencing,Second Language Instruction,French,Masters Programs,Graduate Students,Undergraduate Students,Foreign Countries,Teaching Methods,Tutoring,Language Usage

This study aims to identify a few perception-action relations or affordances enacted in an asymmetrical (tutor-tutee) videoconferencing environment for L2 learning. Following Engeström's (2014) Cultural Historical Activity Theory (CHAT) and an ecological Computer-Assisted Language Learning (CALL) perspective, the study focusses on the interactions between language use, technology use, and the enactment of designed language learning tasks. Master's students of French as a foreign language from a French university interacted online via videoconferencing with undergraduate students of business learning French at an Irish university over a six-week period. The online interactions between tutors and tutees generated a multimodal corpus (ISMAEL). The fifth session plan prepared by the tutors and their online conversations were investigated for four tutor-tutee systems. The findings reveal that the designed and emerging technological and linguistic affordances influence the online interactions at the micro level and the educational affordances at the macro level. [For the complete volume of short papers, see ED590612.]
Latino Education and Economic Progress: Running Faster but Still Behind
Author: Carnevale, Anthony P.
Date: 2017-00-00
Type: Reports - Research
Subjects: Hispanic Americans,Educational Attainment,Racial Differences,Ethnicity,College Attendance,High School Graduates,Graduation,Wages,African Americans,Whites,Postsecondary Education,Barriers,Equal Education,Academic Degrees,Economic Factors,Social Influences,Tests,Scores,College Readiness,Selective Admission,English (Second Language),Language Proficiency,Employment Level,Equal Opportunities (Jobs),Gender Differences,Majors (Students),Females,College Entrance Examinations

This report analyzed five databases to get a full picture of the different aspects and traits of Latinos in the workforce: (1) the Current Population Survey (CPS); (2) The American Community Survey (ACS); (3) the Integrated Postsecondary Education Data System (IPEDS); (4) the Beginning Postsecondary Students Longitudinal Study (BPS); and (5) the Education Longitudinal Study of 2002 (ELS). Findings reveal that Latinos have a long way to go in achieving educational and economic equality. Latinos are improving their high school completion but still lag behind Blacks and Whites. As a result, Latinos are also last in postsecondary enrollment. However, the number of Latinos who are enrolling in postsecondary education is growing the fastest compared to Whites. Latinos exceed both Blacks and Whites in completion of postsecondary certificates but have the lowest overall educational attainment. Due to their low educational attainment, Latinos have the lowest earnings. However, Latinos tend to earn more than Blacks if they have attained at least some postsecondary education. [For the executive summary of this report, see ED590640.]
Latino Education and Economic Progress: Running Faster but Still Behind. Executive Summary
Author: Carnevale, Anthony P.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Hispanic Americans,Educational Attainment,Racial Differences,Ethnicity,College Attendance,High School Graduates,Graduation,Wages,African Americans,Whites,Postsecondary Education,Barriers,Equal Education,Academic Degrees,Economic Factors,Social Influences,Tests,Scores,College Readiness,Selective Admission,English (Second Language),Language Proficiency,Employment Level,Equal Opportunities (Jobs),Gender Differences,Majors (Students),Females,College Entrance Examinations

This executive summary highlights findings presented in the full report, &quot;Latino Education and Economic Progress: Running Faster but Still Behind.&quot; The report reveals that Latinos have a long way to go in achieving educational and economic equality. Latinos' rates of high school graduation are improving, but they are still last compared to Blacks and Whites. As a result of their low high school graduation rate, Latinos are also last in postsecondary enrollment. However, Latinos' postsecondary enrollment is growing faster than White enrollment. Latinos initially enrolling in postsecondary certificate programs exceed both Blacks and Whites in their completion of certificates but have the lowest overall educational attainment. Due to their low educational attainment, Latinos have the lowest earnings. However, Latinos with at least some postsecondary education earn more than Blacks, on average. [For the full report, see ED590639.]
Improve the Chatbot Performance for the DB-CALL System Using a Hybrid Method and a Domain Corpus
Author: Huang, Jin-Xia
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Computer Mediated Communication,Translation,Computational Linguistics,Teaching Methods,Dialogs (Language),English (Second Language),Intelligent Tutoring Systems,Foreign Countries

This paper presents a chatbot for a Dialogue-Based Computer Assisted Language Learning (DB-CALL) system. The chatbot helps users learn language via free conversations. To improve the chatbot performance, this paper adopts a Neural Machine Translation (NMT) engine to combine with an existing search-based engine, and also extracts a small domain corpus for the topics of the DB-CALL system so that the chabot's responses could be more related to the conversation topics. As a result of user evaluations, the performance of the chatbot was improved by using hybrid methods, achieving performance comparable to existing systems. The automatically extracted domain corpus has little help or even declines the chatbot performance as an auxiliary module of the DB-CALL system. [For the complete volume of short papers, see ED590612.]
Using the Digital Storytelling App and Software Moxtra to Extend Student Presentations beyond the Classroom
Author: Knight, Tim
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Story Telling,Computer Software,Multimedia Instruction,Teaching Methods,Second Language Learning,Second Language Instruction,Oral Language,College Students,Portfolios (Background Materials),Telecommunications,Handheld Devices,Feedback (Response),Blended Learning,Females,Foreign Countries

This paper explains how the mobile app and computer software Moxtra has augmented presentation and oral communication classes at the university level. Even the free version of Moxtra allows students to compile a digital portfolio of presentation and storytelling work, involving voice and visuals, to which both the teacher and fellow students have access. In a Mobile Assisted Language Learning (MALL) set up in particular, the app provides a workspace of language exploration where students can encounter each other beyond the classroom, and actively participate in the benefits of multimedia learning (Mayer, 2009). Feedback can be given after a presentation, and also beforehand during vital preparation time. The app encourages students to practice their presentations and helps the teacher when it comes to the assessment of students' work. [For the complete volume of short papers, see ED590612.]