ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Challenges of Supervising Postgraduate Students in Open Distance Learning in Higher Education Settings
Author: Mahlangu, Vimbi Petrus
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Supervision,Graduate Students,Barriers,Interpersonal Communication,Electronic Learning,Supervisors,Supervisory Methods,Skills,Access to Information

The paper explores the challenges of supervising postgraduate students in open distance learning in higher education. The researcher argues that inaccessibility of information and services provided by supervisors, can contribute to a low quality of students' success. The responsibility of institutions is to ensure that facilities provided to supervisors are always appropriate in order to supervise students in distance education. Moore's Theory of Transactional Distance assumes that distance is a pedagogical, not geographic phenomenon. It raises questions about understandings and perceptions that might lead to communication gaps. The challenges in distance postgraduate supervision originate from the spatial and temporal distance and disconnection between the supervisor and student. It is assumed that some universities may not have adequate staff with PhDs to supervise students. However, the challenges of supervising postgraduate students are the lack of supervision skills, changing of supervisors, and the mode of supervision employed. [For the complete Volume 19 proceedings, see ED613922.]
Interlingual Pronoun Errors in English-Arabic Translation
Author: Al-Jarf, Reima
Date: 2010-07-00
Type: Speeches/Meeting Papers
Subjects: Pronunciation,Error Analysis (Language),Language Processing,English (Second Language),Second Language Learning,Translation,Second Language Instruction,Semitic Languages,Morphemes,Form Classes (Languages),Syntax,Pragmatics,Computational Linguistics,Verbs,College Seniors,Majors (Students),Interlanguage,Foreign Countries

Unlike English, Standard Arabic has two forms of subject pronouns: Independent such as &quot;?na&quot; (&quot;I&quot;), and a pronominal suffix that is an integral part of the verb such as &quot;katab-tu&quot; (&quot;I wrote&quot;). Independent subject pronouns are commonly used in nominal sentences, not verbal sentences. Use of independent subject pronouns in verbal statements depends on syntactic, pragmatic, discoursal and semantic factors available in a particular context. The present study investigates translation students' awareness of the syntactic, pragmatic and discoursal restrictions that determine the use of Arabic subject pronouns when translating connected discourse from English into Arabic. An error corpus of faulty uses of Arabic independent subject pronouns was collected from the translation projects of senior students majoring in translation. Syntactic, pragmatic and discoursal criteria were used to judge the deviations. It was found that students translate imitatively rather than discriminately. Since English sentences begin with a subject pronoun such as &quot;I,&quot; &quot;he,&quot; &quot;they,&quot; the students used an independent subject pronoun followed by a verb + pronominal suffix in declarative, affirmative statement, without realizing that the subject is contained in the verb, and use of &quot;?na&quot; or &quot;huwa&quot; is redundant. Implications for increasing students' awareness of pragmatic, discoursal and syntactic constraints in translating English pronouns into Arabic are provided.
Effect of Social Media on Arabic Language Attrition
Author: Al-Jarf, Reima
Date: 2019-03-29
Type: Speeches/Meeting Papers
Subjects: Language Skill Attrition,Language Proficiency,Language Usage,Code Switching (Language),Sociolinguistics,Spelling,Grammar,Error Patterns,Semitic Languages,Native Speakers,Adults,College Students,Preferences,Romanization,Arabs,Social Media,English (Second Language),Foreign Countries

This study investigates the effect of Facebook on Arabic language attrition, i.e., decrease in language proficiency, as exhibited in the use of Colloquial instead of Standard Arabic, use of foreign words although Arabic equivalents exist, and committing spelling errors. A sample of Facebook posts and a corpus of spelling errors on Facebook were randomly selected and analyzed. Samples of college students and instructors were surveyed to find out the reasons for this new socio-linguistic phenomenon. It was found that most educated adult Facebook users use slang and Colloquial language. Some Arabic posts are fully Romanized rather than written in Arabic script. English words are transliterated and inserted in Arabic posts. Many adult Facebook users completely ignore Standard Arabic spelling rules. They spell words the way they pronounce them in their own dialects. Students do not seem to recognize word boundaries, cannot connect phonemes with the graphemes they represent and cannot distinguish vowel length. Students reported that it is easier for them to express themselves in slang and Colloquial Arabic. They feel they are conversing with others, not writing. Therefore, they write the way they speak and do not think about spelling and grammar. Results and recommendations are given in detail.
UniCollaboration Plenary Session: Virtual Learning Goes to Camp -- Online Pedagogies in Contexts of Emergency and Crisis
Author: Moser-Mercer, Barbara
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Refugees,Emergency Shelters,Universities,Video Technology,Computer Simulation,Exchange Programs,International Cooperation,Educational Cooperation,Student Attitudes,Foreign Countries,Program Descriptions,International Organizations,Safety,Global Education,Information Sources,Parent Child Relationship,Public Health,Prevention,Medical Education,Diseases,College Students,Online Courses,Maps,Teaching Methods,Program Design,Access to Education,Athletics

In this UniCollaboration plenary session, Barbara Moser-Mercer speaks on setting up education classrooms in refugee camps with University of Geneva students. She starts off with a video which speaks to the virtual exchange idea and how students from the University of Geneva are working together with students in Macau and how that could be developed and designed and what Kenya means to the students on both ends. At the end of the video, she describes two projects that are ongoing. One of them is geo-mapping snakes and scorpions in the Kakuma Camp (Kenya). The first initiative has already been implemented and landed us a mention in the Global Education Report of UNESCO of which we are very proud. Basically, the students locally designed an information session for parents to help them chart the safest way through the camp to school avoiding the areas with a preponderance of snakes and scorpions. The second project is being followed up with the International Rescue Committee who is responsible for health in the camp. The camp has basic medical training available, however prevention is not funded in the camp. So students designed an education project were they mapped malaria laevae breeding sites. Thus creating a system in the camp to prevent malaria. She ends the session with a question and answer period. [For the complete volume, see ED609298.]
Formation of College Plans: Expected Returns, Preferences and Adjustment Process. Discussion Paper No. 1765
Author: Azmat, Ghazala
Date: 2021-05-00
Type: Reports - Research
Subjects: Foreign Countries,High School Students,Adjustment (to Environment),Academic Aspiration,Outcomes of Education,Preferences,Economic Change,Social Change

We exploit a large exogenous shock to study the determinants of college attendance and the role played by one's environment. We analyze whether, and how quickly, adolescents' college plans are adapted, explore factors leading to the adjustment, and examine how these factors ultimately impact later educational attainment. Using differences across East German cohorts induced by the timing of the German Reunification (a change for the East from state socialism to capitalist democracy), we show that shortly after relative to before that time, college plans among high-school students increased substantially, which was followed by sizable increases in the completion of the college entrance certificate five years later. Our analysis sheds light on the elasticity of beliefs and preferences of different cohorts of youths in the case of a large shock. Perceived educational returns, economic preferences (&quot;consumerism&quot;) and sociopolitical attitudes (&quot;individualism&quot;) adapt quickly in response to the shock and are directly linked to changes in plans and outcomes. Cohorts closer to critical educational junctions at the time of Reunification, however, adjusted their plans to a much lesser extent. While they similarly updated the expected returns to education, they exhibited a slower adjustment in their preferences relative to younger cohorts. [Funding for this report was provided by the Agence Nationale de la Recherche (ANR) and the German Research Foundation (DFG) through CRC TR 224 (project C01).]
New York State Education Department P-3 Instructional Guidance Toolkit
Author: RMC Research Corporation
Date: 2020-01-00
Type: Guides - General
Subjects: Early Childhood Education,Educational Quality,Instructional Effectiveness,Teaching Methods,Educational Practices,Achievement Gap,State Standards,Alignment (Education),Check Lists,Capacity Building,Instructional Leadership,Educational Assessment,Professional Continuing Education,Teacher Education,Standards,Faculty Development,Curriculum Development,Teacher Evaluation,Self Evaluation (Individuals)

Consensus is growing that high-quality early education is a critical support to all subsequent learning. In early childhood education quality is generally considered holistically in terms of the physical environment, programmatic structure (e.g., length of the school day), curriculum and instruction, and the nature of interactions between teachers and children. All of these aspects of early childhood education have been studied and shown to have an impact on learning outcomes. This toolkit focuses on effective P-3 instructional strategies because research has revealed a disconnect in both educational practices and goals centered around the transition from prekindergarten to kindergarten and early elementary school. Instructional continuity is essential for maintaining an upward learning trajectory through the P-3 years. Instruction is the immediate driver of children's learning and an aspect of early childhood education that teachers are especially well positioned to affect. Teachers, principals, and instructional support staff can use this toolkit to increase the use of effective, equitable P-3 instructional strategies designed to improve learning and close well-documented achievement gaps. The framework of the toolkit is responsive to the diverse cultural, linguistic, socio-economic, and learning needs of children and families across New York State. The recent revision of the New York learning standards and mapping of the relationship between those standards and the P-3 instructional cycle highlighted the need to provide teachers and school leaders with practical tools to recognize and implement effective instructional strategies aligned with the standards. One appendix is included in the toolkit.
Education and Economic Growth. Discussion Paper No. 1764
Author: Valero, Anna
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Economic Progress,Human Capital,Educational Attainment,Productivity,Investment,Adoption (Ideas),Technology,Intellectual Property,Universities

This paper summarises the literature that has linked education and economic growth. It begins with an overview of the key concepts in neoclassical and endogenous growth models, and discussion on how these have been tested in the data. Issues with respect to specification, the measurement of human capital and causality are discussed, together with studies that have sought to addresses these. A more recent and growing literature that explores the links between firm level human capital and productivity, including externalities, is then summarised. Beyond studies that link human capital to economic performance directly, there are numerous studies that have explore the relationships between human capital and the determinants of growth including investment, technology adoption and invention. Key findings from this literature are drawn out, together with a summary of the literature that has linked the activities of universities (key producers of both human capital and innovation) to their local economies. The paper concludes with discussion of policy implications stemming from this body of research, and promising areas for future research.
The Kids Are (Really) Not Alright: A Synthesis of COVID-19 Student Surveys
Author: Chu, Lisa
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Student Attitudes,School Closing,Online Courses,Student Motivation,Psychological Patterns,Conventional Instruction,Learning,Distance Education,Barriers,Learner Engagement,Access to Education,Access to Computers,Mental Health,Gender Differences,Low Income Students,At Risk Students,Student Needs,Minority Group Students,Racial Differences,Internet,Teacher Student Relationship

Student surveys found that the educational experience in the first months of the pandemic was a mess. As schools quickly implemented remote learning last spring, many students experienced little meaningful online instruction and were unhappy with online classes. This brief from the Evidence Project synthesizes new student surveys that have come out during the 2020-21 school year. Our findings suggest that while online instruction appears to have improved since the start of the pandemic, students are truly struggling to stay motivated and to have a healthy mental state of mind. Key takeaways: (1) Students say they are learning more, both in-person and online, than when the pandemic started last spring; (2) Students, especially those learning remotely, are clearly struggling to stay interested and engaged in that learning; (3) Serious problems remain when it comes to opportunity gaps and digital equity; (4) Mental health concerns appear to be on the rise, but vary by gender; and (5) Students, especially from low-income households, lack personal support from adults in schools. [This report was produced by the Evidence Project at Center on Reinventing Public Education (CRPE).]
How British Columbia Implemented Its Computer Science Education Program
Author: Fowler, Brian
Date: 2021-04-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Science Education,Elementary Secondary Education,Curriculum Development,Curriculum Implementation,Stakeholders,Participation,Faculty Development,Teacher Certification,Preservice Teacher Education,Elementary School Curriculum,Secondary School Curriculum,Inclusion,Canada Natives,Eskimos,Womens Education,Culturally Relevant Education

Computer Science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration. Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. Based on prior analysis and expert consultation, the authors selected 11 country, state, and provincial CS education case studies that may apply broadly to other education systems. These cases have come from diverse global regions and circumstances and have implemented CS education programs for various periods and with different levels of success. As such, they have examined information to extract lessons that can lead to successful implementation in other parts of the world. This study will focus on how the Canadian province of British Columbia (B.C.) developed its computer science program. B.C. is home to a growing technology industry and is one of the leading Canadian provinces for K-12 CS and computational thinking education (Gannon &amp; Buteau, 2018). Its education system creates opportunities for students to pursue CS education based on their interests, including theoretical and quantitative concepts, practical applications, and problem-solving. Further, the province's approach to teacher professional development and student engagement merits consideration.
What Was in the News? Conversations on Internationalisation of Higher Education in &quot;University World News&quot; in 2020
Author: Jacobs, Lynette
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: International Education,Higher Education,Reputation,COVID-19,Pandemics,Educational Change,Teaching Methods,Distance Education,Foreign Students,Social Isolation,News Reporting,Universities,Web Sites,Neoliberalism,Student Attitudes,Teacher Attitudes,College Faculty

The Covid-19 pandemic brought challenges to education in ways that could not have been foreseen, yet at the same time opened opportunities for new ways of thinking and doing, also in higher education. While other activities of higher education involuntarily quickly adapted and teaching and administration went largely digital in one form or another, thousands of international students were stranded and prevented from either travelling home or travelling to their institutions. Academics who intended to travel, were also grounded. The impact of the pandemic on internationalisation of higher education was indeed significant. Socially isolated, discussions that would normally take place at face-to-face gatherings, such as conferences and staff exchanges, came to a halt yet were still able to continue on digital platforms and in the media. In these fast-changing times, it is important to keep up with the latest thinking and in this paper, we explore the sensemaking that took place through &quot;University World News&quot; during 2020. [For the complete Volume 19 proceedings, see ED613922.]
Comparative Judgement: Assess Student Production without Absolute Judgements
Author: Sumner, Josh
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Holistic Approach,Student Evaluation,Comparative Analysis,Decision Making,Modern Languages,Second Language Learning,Interrater Reliability,Evaluation Methods,Departments,Computer Software,Writing Tests,Writing Evaluation,Feedback (Response),Secondary School Students

Comparative Judgement (CJ) has emerged as a technique that typically makes use of holistic judgement to assess difficult-to-specify constructs such as production (speaking and writing) in Modern Foreign Languages (MFL). In traditional approaches, markers assess candidates' work one-by-one in an absolute manner, assigning scores to different elements (analytic marking). In CJ, however, markers compare two pieces and consider the overall merits of each. CJ has proven reliable in assessment of first language, mathematical problem-solving, and written work in humanities. Findings include a higher level of inter- and intra-assessor reliability compared to traditional assessment. The MFL department at Sandringham Research School (2018) trialled CJ using the software &quot;No More Marking&quot; (www.nomoremarking.com) to assess writing in end-of-year exams. The department found a reliability metric of 0.89 and that student work was quicker to assess, though could not be used to give individual feedback. [For the complete volume, see ED612143.]
Ipsative Assessment: Measuring Personal Improvement
Author: Martínez-Arboleda, Antonio
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Student Evaluation,Evaluation Methods,Feedback (Response),Student Improvement,Progress Monitoring,Video Technology,Language Teachers,Norm Referenced Tests,Criterion Referenced Tests

Ipsative assessment is an approach to evaluating student progress that covers a wide range of assessment and feedback practices. In ipsative assessment, students receive an indication of their achievement that represents the extent of their improvements from their previous assessed task(s) in relation to one or more objectives. In turn, ipsative feedback (formal self-referential feedback) describes and celebrates those specific improvements, identifies areas lacking in progress, and proposes feedforward. The delivery of effective ipsative feedback in languages should incorporate tangible comparisons and reflections on at least two different performances throughout a period of time. Thanks to audio-visual feedback, using video feedback tools, such as &quot;Screencast-O-Matic,&quot; language teachers can incorporate the principles of ipsative assessment seamlessly into their feedback. Ipsative approaches are ideal for those practitioners who believe that feedback, as an act of learning support, and criterion-referenced assessment, are two completely different operations which can interfere with each other, both in nature and purpose. [For the complete volume, see ED612143.]
How Schools Adapt during the Pandemic Can Reshape Adolescent Learning Experiences for Generations
Author: Gross, Betheny
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,Educational Change,High Schools,Educational Practices,Educational Resources,Equal Education,Student Participation,Parent Participation,Educational Policy,Resource Allocation,Geographic Regions

This brief, informed by interviews with school and system leaders in the New England region, suggests some efforts to reinvent schools before the pandemic have helped schools to navigate the current crisis. To increase the odds that innovation prevails in the face of rising fatigue and pressure, we must better understand the adaptations schools and systems have made. We must understand if and how these adaptations are shifting the fundamental priorities and structures of schools. CRPE and our research partners at CRPL, The Christensen Institute, The Education Trust, and SRI International are taking up this line of inquiry with New England's high schools, asking: (1) What new instructional, support, and resource strategies are high schools using? What practices do high schools shed? What facilitated these changes?; (2) Do these new strategies improve students' learning and school experience?; (3) Do these new strategies provide for more equal access to learning opportunities?; (4) Are schools and systems elevating the voice of students and parents in unprecedented and productive ways?; (5) Are new contributors--community partners, parents, students--seen with equal value to the traditional educators and school leaders?; (6) Which state and local policies are aiding schools in implementing new strategies?; and (7) Critically, do these new strategies become a new way of doing work in schools? Do they replace less effective strategies? Do they become embedded in the policies, systems, resource allocation strategies, and norms of high school learning and adolescents' experiences? The answers and insights we gather from our Think Forward New England fieldwork will help us to understand how high schools can use this moment to redesign our high schools and create a better learning environment for adolescents.
TeachMeets: Continuing Professional Development for Teachers by Teachers
Author: Basnett, Jane
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Faculty Development,Modern Languages,Second Language Learning,Second Language Instruction,Language Teachers,Barriers,Foreign Countries,Meetings,Social Media,Elementary Secondary Education,Videoconferencing,Communities of Practice

A TeachMeet (TM) is a form of free Continuing Professional Development (CPD) that originated in 2006 in Scotland, and has since been known under many guises; guerrilla CPD, unconference, and bottom-up CPD. From the very first TM, which took place on the peripheries of an educational conference, there have been certain characteristics that define this teacher-led CPD. The by-line for a TM is 'teachers sharing ideas with teachers'. As this strapline suggests, the presenters at a TM are also the attendees; they are there to learn from each other at a utilitarian meeting. This chapter describes an example of a themed event on Modern Foreign Languages (MFL) and discusses the benefits and potential drawbacks of TMs. [For the complete volume, see ED612143.]