ethanporcaro/eric-fulltext-meta huggingface dataset:
What Do We Exchange in Virtual Exchange? Reflections on Virtual Exchange as Intercultural Dialogue
Author: Van Maele, Jan
Date: 2020-12-21
Type: Reports - Evaluative
Subjects: Exchange Programs,Intercultural Communication,Cultural Awareness,Computer Simulation,Computer Mediated Communication,Employment Potential,Justice,Dialogs (Language),Instructional Design,Teacher Attitudes,Trust (Psychology),Safety,Student Attitudes,Technological Literacy,Educational Cooperation,International Cooperation,Comparative Analysis,Facilitators (Individuals)

On its website, APVEA reminds us that &quot;virtual exchanges are technology-enabled, sustained, people-to-people education programs&quot;. This chapter addresses the question of what we exchange when we engage in virtual exchange by exploring the meaning and value of virtual exchange as intercultural dialogue, and by considering the impact of the technological medium on the process. A small group of expert practitioners (N=6) were consulted for their views on virtual exchange. Their responses sketch a picture in which virtual exchange stretches beyond transaction into interaction among and transformation of the participants. The expert practitioners value virtual exchange for enhancing employability and foremost for its dialogic qualities. Next, the chapter explores the meaning of dialogue more deeply from a Bohmian perspective and considers applications in organizational development (Isaacs, 1999), restorative justice (Pranis, 2005), and intercultural competence development (Deardorff, 2020). When the intercultural dimension is made salient, this creates additional chances for realizing the dialogue principles of participation, coherence, awareness, and unfolding. The chapter then illustrates how intercultural dialogue is reshaped in a virtual environment as it is mediated by the technological context in which it is conducted. Specific attention is paid to the circle, the talking piece, and the facilitator. The chapter concludes by stating that, although intercultural dialogue will always be mediated by technology in virtual exchange settings, it makes good sense to speak of 'virtual dialogue' in situations that take the core principles, practices, and structural components of dialogue as outlined in this chapter as a starting point for designing online intercultural dialogue activities. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
Collaborative Tasks in Telecollaboration: Their Challenges and Potentials
Author: Matsui, Hisae
Date: 2020-12-21
Type: Reports - Research
Subjects: Barriers,Computer Mediated Communication,Synchronous Communication,Intercultural Communication,Exchange Programs,College Students,College Faculty,Foreign Countries,Program Descriptions,Student Attitudes,Institutional Cooperation,Comparative Analysis,Cooperative Learning,Program Design,Teacher Attitudes,Scheduling,Teamwork,Case Studies,Japanese,English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Universities,Group Dynamics,Videoconferencing

This chapter reports the challenges that both the students and the teachers experienced in a telecollaborative project between a Japanese university and an American university. In this semester-long project, the students in groups of three to five from both universities worked collectively mainly asynchronously and in occasional synchronous sessions. The project was originally designed in 2017 with the expectation of incorporating 'collaborative tasks' (O'Dowd &amp; Ware, 2009), then redesigned in 2018. To examine how the students in both years perceived their collaborations and effectiveness, the results from online surveys from both years were compared. Furthermore, two groups from 2018, which experienced difficulties, were examined to reveal the causes of the problems. These results indicate that rather complicated tasks raised more logistical challenges than linguistic challenges. It became clear that the students experienced various challenges, which include scheduling synchronous sessions, unaligned visions on the final products, and lacking consideration for non-native speakers in synchronous sessions. These challenges in 'collaborative tasks' suggest that the success of a project is heavily dependent on the simplicity of the project design, sharing the same understanding at the beginning of the project, as well as the linguistic consideration to their group members. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
The Effects of Race-Based Affirmative Action in Texas. Policy Brief
Author: Akhtari, Mitra
Date: 2018-11-00
Type: Reports - Research
Subjects: Affirmative Action,Racial Factors,Minority Group Students,Disproportionate Representation,Court Litigation,College Admission,Public Colleges,Educational Policy,Policy Formation,Secondary School Students,College Applicants,College Graduates,Graduation Rate,Program Effectiveness,Probability,Selective Admission

Race-based affirmative action policies are widespread in higher education. Despite the prevalence of these policies, there is little consensus on how affirmative action policies affect students either before they reach college or after they matriculate into college. This study provides new evidence on the benefits of affirmative action policies for underrepresented minority students. This study takes advantage of the fact that the Supreme Court ruling in &quot;Grutter v. Bollinger&quot; in 2003 reversed the 1996 elimination of race-based affirmative action in Texas public universities. By analyzing the effects of this policy change on students' secondary school attendance, college application behavior, and college graduation, the study provides new evidence on the effects of affirmative action policies on minority students' outcomes both before and after they matriculate to college.
The Family School Community Partnership: An Evaluation of a School-Based Parent Engagement Initiative. Policy Brief
Author: Villarreal, Michael U.
Date: 2018-03-00
Type: Reports - Research
Subjects: Family Involvement,Family School Relationship,Minority Groups,Parent Participation,Intervention,Elementary Schools,Academic Achievement,Program Effectiveness,Nonprofit Organizations,Models,Interpersonal Relationship,Suspension,Standardized Tests,Parent Role,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,School Policy,Educational Environment

Minority parents are less likely to engage in their children's school though they are not less interested in their children's education or less involved in their children's lives at home. This gap in parent engagement affects the educational success of their children and has significant implications for minority communities and states with large minority populations like Texas. If minority parents are no less dedicated to their children, what policy levers exist for school leaders to facilitate parental engagement of minority families? This research study answers this question by evaluating an intervention that aimed to change the institutional arrangements of elementary schools that would have the effect of increasing parent engagement and ultimately student achievement. Existing research has examined how parent attributes explain parent engagement, but limited research exists regarding the institutional arrangements of schools that can facilitate or stymie parental engagement. This study examined how one intervention worked to alter the institutional arrangements of schools serving minority families to increase parent engagement and ultimately improve student outcomes.
Industry&apos;s Role in VET Governance -- Using International Insights to Inform New Practices
Author: Siekmann, Gitta
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,School Business Relationship,Industry,Governance,Role,Agency Cooperation,Partnerships in Education,Employers,Government Role,School Role,Job Training,Cultural Differences

Australia's system of vocational education and training (VET) is based on the principle of partnerships between key stakeholders: governments (Commonwealth, state and territory), training providers, employers and employees. Industry representation and governance in the VET sector in Australia has undergone several transformations in the past, and continues to do so, reflecting changes in the economy but also the continuing challenges in embedding an industry presence in VET leadership and governance. This summary brings together findings from, primarily, international country comparisons on industry's role in VET over the last decade, identifying the key characteristics of industry's successful engagement in VET governance. Although some work referenced may appear outdated, governance structures have not substantially changed in the countries investigated. At the time of writing this summary, the COVID-19 pandemic was causing disruption to all sectors of society, including education and training, paradoxically providing a further opportunity for new perspectives on industry representation, leadership and governance in the VET sector.
Adult Education Strategies: Identifying and Building Evidence of Effectiveness. Study Snapshot. NCEE 2021-007
Author: Borradaile, Kelley
Date: 2021-04-00
Type: Reports - Research
Subjects: Adult Education,Federal Legislation,Labor Legislation,Labor Force Development,Program Effectiveness,Educational Strategies,Skill Development,Educational Assessment,National Standards,Evidence Based Practice,Basic Skills,Language Skills,Credentials,Educational Research,Research Needs,Academic Ability,Employment,Wages,Adult Basic Education,Secondary Education,Second Language Instruction,English (Second Language),Literacy Education,Career Development,Student Needs,Mathematics Instruction,Limited English Speaking,Access to Education,Outcomes of Education,Transitional Programs,High School Equivalency Programs,Academic Achievement

Adult education's mission is a critical one. It seeks to provide the large and diverse population of adults who lack basic skills, a high school credential, or English language skills with the competencies they need to be productive workers, family members, and citizens. Federally funded adult education serves learners in three types of programs: adult basic education, adult secondary education, and English as a second language. Nearly 43 million U.S. adults lack the basic English literacy skills required to succeed in the workforce and achieve economic self-sufficiency. The Workforce Innovation and Opportunity Act (WIOA) is the key federal investment helping adults acquire these and other important skills, as well as to earn a high school equivalency credential. WIOA encourages adult education programs to use evidence-based strategies to improve services and participant success. This systematic research review suggests a need for more rigorous studies, as there is not yet much evidence to guide decision making around instructional and support strategies for adult learners. Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult education is one way in which the U.S. Department of Education is fulfilling this need. This snapshot reports on that systematic review. This is the first review of a broad set of strategies in adult education to apply the standards and procedures of the U.S. Department of Education's What Works Clearinghouse. It summarizes for policymakers and local providers the evidence base for many of the strategies authorized under Title II. It is designed to identify which strategies have evidence of effectiveness and where gaps appear in the evidence base. With this information, policymakers and practitioners can better understand the extent to which evidence supports particular strategies and which areas require additional studies. [For the appendices, see ED612199.]
Stark County&apos;s Significant Educational Progress
Author: Stark Education Partnership
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Graduation Rate,Educational Attainment,College Attendance,Academic Persistence,Academic Degrees,Dual Enrollment,Credentials,Education Work Relationship

Through the convergence of collaborative efforts of Stark schools and their partners, significant progress was made toward three high-level objectives: high school graduation, college-going rates and degree attainment. This report provides statistics for Stark County's progress.
Adult Education Strategies: Identifying and Building Evidence of Effectiveness. Appendices. NCEE 2021-007A
Author: Borradaile, Kelley
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Adult Education,Federal Legislation,Labor Legislation,Labor Force Development,Program Effectiveness,Educational Strategies,Skill Development,Educational Assessment,National Standards,Basic Skills,Language Skills,Credentials,Educational Research,Research Needs,Academic Ability,Employment,Wages,Adult Basic Education,Secondary Education,Second Language Instruction,English (Second Language),Literacy Education,Career Development,Student Needs,Mathematics Instruction,Limited English Speaking,Access to Education,Outcomes of Education,Transitional Programs,High School Equivalency Programs,Academic Achievement,Educational Technology,Technology Uses in Education

Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult education is one way in which the U.S. Department of Education is fulfilling this need. This report contains the appendices to the snapshot systematic review report &quot;Adult Education Strategies: Identifying and Building Evidence of Effectiveness. Study Snapshot. NCEE 2021-007&quot; (ED612197). The following appendices are included: (1) Details of the Approach to Conducting the Adult Education Strategies Evidence Review; and (2) Details of Reviewed Studies. The first appendix contains the technical details of the approach followed for the systematic evidence review of research on the effectiveness of strategies in adult education. It includes more information about the organizing framework for the review and describes the process for defining its scope, identifying relevant literature, screening references and reviewing studies, and summarizing and reporting on findings. Details are provided so that someone familiar with systematic evidence reviews can understand the approach that was used and how it draws on the approach specified by the Institute of Education Sciences' What Works Clearinghouse (WWC). Some technical terms are explained throughout for readers less familiar with the WWC or research design. Exhibit A.1 presents an overview of the approach, followed by a more detailed and technical presentation of how the review was conducted. The second appendix contains information about the studies that were reviewed, which are those studies that made it through the screening process. References are included for each of the 54 studies that were reviewed, along with the WWC rating each study received and the reason for the rating. For the 22 studies that met WWC standards, summaries about the strategies tested and technical details of the study design are also provided. While some technical terms are defined in Exhibit B.1 this appendix was written for an audience with familiarity in research design.
Re-Thinking the Geography of Student Teaching Placements in a Post-COVID World. Opinion Brief. CALDER Policy Brief No. 22-0221
Author: Goldhaber, Dan
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Public School Teachers,Student Teachers,Student Teaching,Teacher Placement,Teacher Selection,Rural Schools,Disadvantaged Schools,COVID-19,Pandemics,Apprenticeships,Geography,Proximity

The overwhelming majority of public school teachers enter the teaching profession only after completing an apprenticeship as a student teacher. A growing body of research demonstrates how important the student teaching experience, also known as clinical practice, is for developing teaching capacities and shaping teacher career paths. But recent evidence also points to the broader ramifications of student teacher placements for teacher hiring and staffing challenges, particularly in rural and disadvantaged schools. In this piece, we summarize the connections between student teaching and the problems that some districts and schools face in staffing teaching positions. We argue that pandemic-induced changes to student teaching can be leveraged to address these longstanding issues in the teacher pipeline.
Understanding the Early Teacher Pipeline: What We Can (and, Importantly, Can&apos;t) Learn from National Data. Opinion Brief. CALDER Policy Brief No. 21-1120
Author: Goldhaber, Dan
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Preservice Teachers,Teacher Supply and Demand,Problems,Information Systems,Data Collection,Differences,Graduation,National Surveys

Understanding the nature of the &quot;early teacher pipeline,&quot; how many and what types of individuals are pursuing a teaching credential, is critically important. Unfortunately, we conclude that the two national data collections that can be used to explore the early teacher pipeline provide an incomplete and contrasting pictures of the supply of teacher candidates. Specifically, we find that Title II and Integrated Postsecondary Data System (IPEDS) information about the early teacher pipeline diverge significantly, frequently by over 30,000, in the reported number of individuals obtaining a teaching credential. Title II is a data collection explicitly intended to describe the early teacher pipeline, but it pretty clearly undercounts teacher candidates. IPEDS provides a longer window dating back to 1979-80, includes more information about race/ethnicity and degree level, but it too provides an incomplete picture as, for instance, it likely suffers from &quot;double counting&quot; individuals already in the teacher workforce who obtain an advanced degree. In the concluding section we describe changes to data collection that could lead to more accurate and detailed information about the early teacher pipeline.
The 2018 NAEP Oral Reading Fluency Study. NCES 2021-025
Author: White, Sheida
Date: 2021-04-00
Type: Reports - Research
Subjects: National Competency Tests,Reading Tests,Oral Reading,Reading Fluency,Elementary School Students,Grade 4,Reading Comprehension,Decoding (Reading),Reading Skills,Reading Achievement,Reading Rate,Word Recognition,Connected Discourse,Difficulty Level,Racial Differences,Accuracy,Scoring

The 2018 NAEP Oral Reading Fluency (ORF) study is conducted by NCES to examine fourth-grade students' ability to read passages out loud with sufficient speed, accuracy, and expression, as well as foundational skills to gauge underlying sources of poor fluency. Oral reading fluency and foundational skills are important components of reading that are necessary for successful reading comprehension. Because the NAEP reading assessment measures reading comprehension only, the ORF study provides valuable supplemental information about students who have difficulty in reading comprehension. A nationally representative sample of about 1,800 fourth-graders from 180 public schools participated in the ORF study. [For the highlights from this study, see ED612205.]
Highlights of the 2018 NAEP Oral Reading Fluency Study. NCES 2021-026
Author: White, Sheida
Date: 2021-04-00
Type: Reports - Research
Subjects: National Competency Tests,Reading Tests,Oral Reading,Reading Fluency,Elementary School Students,Grade 4,Reading Rate,Accuracy,Reading Skills,Reading Comprehension,Scoring,Word Recognition,Decoding (Reading),Racial Differences

This publication highlights the key concepts and findings of the 2018 National Assessment of Educational Progress (NAEP) Oral Reading Fluency (ORF) study. Oral reading fluency is defined as the ability to read text aloud with speed, accuracy, and proper expression. The NAEP ORF study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. The students in the ORF study first completed the NAEP fourth-grade reading assessment. Then they moved on to the tasks that were administered for this study: reading out loud four short passages to assess oral reading fluency and two word lists to assess skills that provide the foundation for fluency. Both the NAEP reading tasks and the study tasks were administered to students on tablets, and students' responses were recorded on the tablets. [For the full report, see ED612204.]
School Mobility: A Growing and Inequitable Headwind to Educational Achievement. Policy Brief
Author: Villarreal, Mike
Date: 2020-11-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,At Risk Students,Elementary School Students,Secondary School Students,Student Characteristics,Demography,Charter Schools,Probability,Enrollment,Correlation,Traditional Schools,Discipline,Discipline Problems,Low Income Students,Economically Disadvantaged,Racial Differences,Ethnicity,Students with Disabilities,Special Education,Educational Attainment,High School Graduates,Graduation,College Attendance,College Graduates,Graduation Rate,Educational Policy,State Policy,Board of Education Role

Each time children change schools, they leave behind friends, and must adapt to a new environment. This new environment may include not only a new school, but also a new home, a new neighborhood, a new part of town, and, potentially, a new family arrangement. This larger array of possible changes will determine if the move causes overall benefit or harm to a student's educational achievement. Consequently, when analyzing the causes and effects of school mobility, one must consider multiple factors that occur before and after a student relocates to a new school. To examine equity in education, addressing the root causes of school mobility must be also be considered. In Bexar County, the evidence suggests that when students change schools unrelated to structural school factors outside of their control (i.e. grade promotion, changes in school feeder patterns) educational achievement declines. The research problem in this study was to close gaps in knowledge about the prevalence of nonstructural school mobility within Bexar County and its effects on teaching and learning. To do so, the authors conducted a mixed-methods investigation of the following research questions: (1) How likely do public school students experience nonstructural school mobility?; (2) Which students are most likely to experience nonstructural school mobility?; and (3) What causes nonstructural school mobility for those with the highest rates?