ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistics Report on TEQSA Registered Higher Education Providers, 2018
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2018-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Students,College Faculty,Educational Finance,Foreign Students,Foreign Countries,Universities,Proprietary Schools,Vocational Education

The &quot;Statistics report on TEQSA registered higher education providers 2018&quot; (the Statistics Report) is the fifth release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot and time series of national statistics from across the sector, bringing together data collected directly by TEQSA and data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training (the Department). This report also incorporates, for the first time in TEQSA's annual statistics reporting, data from the Provider Registration and International Student Management System (PRISMS). The Statistics Report provides high-level information across four key areas: providers, students, academic staff and finance. This update of the Statistics Report focuses on data relating to 2016. This year's report includes a special focus topic featuring additional analysis on a current topic of interest to the sector--overseas students. The number of overseas students has been growing over time. Most overseas students, 87 per cent, study in universities. However, the trend in growth has been seen across all provider types. [For &quot;Statistics Report on TEQSA Registered Higher Education Providers, 2017,&quot; see ED583525.]
Attention Deficit and Low Performance in the Area of English in Children of the Initial Level in the Educational
Author: Tejada Reyes, Venecia
Date: 2018-12-00
Type: Tests/Questionnaires
Subjects: Attention Deficit Disorders,Low Achievement,Underachievement,Foreign Countries,Hyperactivity,Conceptual Tempo,Educational Diagnosis,Cognitive Ability,Learning Disabilities,English (Second Language),Second Language Learning,Attention Control,Attention Span

The objective of this study is to analyze the Attention Deficit and the Low Performance in the area of English in Children of the Initial Level in the Educational Institution Martina Vizcaino La Raiz, in the Municipality of Maimon, during the first semester of 2018. The instrument was a way to determine their attention deficit and the low performance in the English area that this deficit produces. In the study, a questionnaire was designed consisting of (10) cognitive skills or abilities; after confirming the validity and reliability of the questionnaire, the researcher distributed it to a sample of teachers to respond to the sample of (15) children who suffer attention deficit from the perspective of their teachers in the classroom. After the data collection and interpretation processes, the results showed a low level of cognitive abilities and a low level of performance and also the absence of differences in the level of these skills and abilities according to the different age and age variables performance.
Pathway to Success: Near West Intergenerational School Emphasizes Relationships and Rigor to Ignite Lifelong Learning
Author: Millard, Lyman
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Intergenerational Programs,Charter Schools,Urban Schools,Lifelong Learning,School Community Relationship,Mastery Learning,Teacher Student Relationship,School Effectiveness,Elementary School Students,Elementary Schools

No two charter public schools are alike and the guiding purpose of the Pathway to Success series is to highlight the breadth of quality options available to parents and students across Ohio. This latest profile featuring Near West Intergenerational School in Cleveland, is a perfect example of a charter school born from a community's desire for something different. Near West Intergenerational School serves an eclectic urban neighborhood that is one of Ohio's most racially, ethnically, and socio-economically diverse. The intergenerational aspect is equally unique, as the school model intentionally connects its young students to adults in the nearby area who serve as mentors and tutors throughout their schooling. Cleveland resident and author Lyman Millard of Bloomwell Group details the school's formation and shares with readers a compelling real-life story about how Near West has deeply impacted one Cleveland family who was once at their wit's end trying to find the right school for their son.
Psychological Personality Factors in Learning English Foreign Language
Author: Tejada Reyes, Venecia
Date: 2018-11-00
Type: Reports - Research
Subjects: Psychological Characteristics,Personality Traits,Second Language Learning,English (Second Language),Elementary School Students,Foreign Countries,Intermediate Grades,Student Characteristics,Language Acquisition,Learning Motivation,Student Attitudes,Acculturation,Learner Engagement,Extraversion Introversion,Self Concept,High Achievement,Low Achievement,Empathy,Student Participation,Cultural Awareness,Anxiety

The lack of interactive conversation activities that include learning techniques to improve the capacity of the students of the school where English is taught as a foreign language at the primary level, translates into low speech performance. Through this project, we hope to find valuable information to help solve the various problems faced by students who are taught to speak a language in the classroom. The development of learning English always depends on the enthusiasm of students in the subject of English. And it is these traits, the important components of our personality, that make us unique, and what psychologists have wanted to investigate and measure the process of learning the foreign language in English. On the other hand, research is related to the acquisition of foreign languages, it is important to take into account the differences between individuals, their different ways of learning languages and the environment in which they are involved. This document puts this reality in perspective, at a time to show the inevitable role of teachers and the influence of biological factors on students in the process of teaching and learning a foreign language. The purpose of this research study is to analyze the psychological personality factors in the learning of English as a foreign language in students of primary school, a public school in Bonao, Province of Monseñor Nouel, Dominican Republic. The present study will be conducted in the 2018 school year with the new curriculum that informs students that they must learn English from the fourth grade to the sixth grade, analyzing the psychological factors of their personality.
Foreign Languages in Ethiopia: History and Current Status
Author: Gerencheal, Berhane
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Second Language Learning,Second Languages,English (Second Language),French,Italian,African Culture

The beginning of the modern education and the introduction of the foreign languages in Ethiopia are the two faces of a single coin. And this paper mainly shows how and when foreign languages are introduced into Ethiopia following the footsteps of the introduction and expansion of modern education. It is done using secondary sources. It also gives brief explanations on the statuses and the roles of those foreign languages during different times starting from their introduction up to present. The absence of well-documented literature on this topic motivates the author to work on it. It is true that this topic is shallowly discussed whenever researchers have been reviewing the introduction and expansion of modern education into Ethiopia. The topic has been investigated as a minor agenda whenever researchers have been reviewing the education policies of Ethiopia as their major task. However, this research has reversed the common trend by giving due attention to the foreign languages. Hence, this paper could be used as a useful source document for any interested researchers who really want to study on it since no or less organized literature is available. On this review, English language is given more focus since it is the dominant language comparing to the other foreign languages which have been introduced to Ethiopia.
Foreign Language Anxiety in Nursing Students and Their Performance on an Oral Exam
Author: Tejada Reyes, Venecia
Date: 2018-12-00
Type: Tests/Questionnaires
Subjects: Nursing Students,Stress Variables,Verbal Tests,Test Anxiety,Second Language Learning,Language Proficiency,Language Tests,Student Attitudes,Foreign Countries,Oral Language,English (Second Language)

The purpose of this study is to find out if there is a correlation between the anxiety of a foreign language in nursing students and their performance in an oral examination, and if it exists, how strong is that correlation. It also aims to examine the effect that different levels of anxiety have on students' oral test scores and how students feel during the test. Sixteen nursing students participated in the study. They were given an oral exam that consisted of three role play scenarios. The results suggest that anxiety in the foreign language affects oral performance. Students with lower levels of anxiety received higher scores on the oral exam, while highly anxious students received lower test scores. Most of the students reported feeling nervous while receiving the oral exam.
Pathway to Success: Toledo School for the Arts Builds Promising Futures through the Arts
Author: Millard, Lyman
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Charter Schools,Art Education,Urban Schools,High Schools,School Effectiveness,Integrated Curriculum,Teacher Student Relationship,High School Graduates

One of Ohio's oldest public charter schools, Toledo School for the Arts (TSA) was forged from concerns about the state of arts education, especially performing arts and dance. For young people with a keen interest in the arts, any shortage of offerings limits opportunities and may lead to less engagement in school. The latest entry in the Pathway to Success series shows how one specialized charter school has been able to tap into students' interests, focusing and inspiring them to cultivate their talents. TSA, for instance, encourages freshman students to choose an art &quot;major&quot; to pursue. The twins featured in this profile are TSA graduates, one who carried her major in dance from Toledo to Wright State University and one whose major in writing led to pursuit of an English degree at the University of Toledo.
Intercultural Encounters as Hospitality. An Interview with Richard Kearney
Author: O'Rourke, Breffini
Date: 2018-00-00
Type: Opinion Papers
Subjects: Intercultural Communication,College Faculty,Conflict Resolution,Books,Philosophy,Interviews,Program Descriptions,Intergroup Relations,Video Technology,Interpersonal Relationship,Foreign Countries

Originally from Cork, Ireland, Richard Kearney is Charles B. Seelig Professor in Philosophy at Boston College. Among his many books, three titles in particular are representative of the themes discussed in this interview: &quot;Hosting the Stranger&quot; (Continuum, 2011, co-edited with James Taylor); &quot;On Stories&quot; (Routledge, 2002); and &quot;Strangers, Gods, and Monsters: Interpreting Otherness&quot; (Routledge, 2003). What will be of most immediate interest to readers of the &quot;Journal of Virtual Exchange&quot; is the Guestbook Project, which Kearney founded in 2009. Guestbook is an online experiment in conflict resolution through sharing stories across borders. The interview took place on the 10th of March 2018 in Dublin, where Professor Kearney was speaking at a conference and launching his new book with Sheila Gallagher, &quot;Twinsome Minds: An Act of Double Remembrance (Cork University Press, 2017). This is an edited transcript of the conversation.
The Long and Winding Road…
Author: Helm, Francesca
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Policy,Computer Uses in Education,International Educational Exchange,Intercultural Communication,Foreign Countries,Educational Change,Educational Development,Power Structure,Educational Research,Research and Development,Theory Practice Relationship

The long and winding road is a metaphor for a journey, often used to describe life journeys and the challenges encountered. The metaphor was used for the title of my keynote to refer both to the journey towards the current position of virtual exchange in education policy -- but also the long road ahead. This paper aims to explore the emergence of virtual exchange in educational policy and how it has been adopted by non-profit organisations, educational institutions, and policy makers to address geo- and socio-political tensions. Though still a relatively new field, in recent years there have been some important developments in terms of policy statements and public investments in virtual exchange. The paper starts by looking at the current state-of-the-art in terms of virtual exchange in education policy and initiatives in Europe. Then, using an approach based on 'episode studies' from the policy literature, the paper explores the main virtual exchange schemes and initiatives that have drawn the attention of European policy makers. The paper closes by looking at some of the lessons we have learnt from research on the practice of virtual exchange, and how this can inform us as we face the long road ahead of us. The focus of this paper is on the European context not because I assume it to be the most important or influential, but rather because it is the one I know best, since it is the context in which I have been working.
Computer Assisted Language Learning (CALL)
Author: Gündüz, Nazli
Date: 2005-10-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Educational History,Internet,Multimedia Instruction,Teaching Methods,Computer Uses in Education,Learning Activities,Computer Software,Computer Peripherals,Beginning Teachers,Communicative Competence (Languages),Interaction,Language Fluency,Accuracy,Grammar,Computer Mediated Communication

This article will provide an overview of computers; an overview of the history of CALL, its pros and cons, the internet, World Wide Web, Multimedia, and research related to the uses of computers in the language classroom. Also, it also aims to provide some background for the beginners on using the Internet in language classes today. It discusses some of the common types of Internet activities that are being used today, what the minimum requirements are for using the Internet for language learning, and some easy activities you can adapt for your classes. Some special terminology related to computers will also be used in this paper. For example, computer assisted language learning (CALL) refers to the sets of instructions which need to be loaded into the computer for it to be able to work in the language classroom. It should be borne in mind that CALL does not refer to the use of a computer by a teacher to type out a worksheet or a class list or preparing his/her own teaching alone. Hardware refers to any computer equipment used, including the computer itself, the keyboard, screen (or the monitor), the disc-drive, and the printer. Software (computer programs) refers to the sets of instructions which need to be loaded into the computer for it to be able to work.
Dual Enrollment: Participation and Characteristics. Data Point. NCES 2019-176
Author: Shivji, Azim
Date: 2019-02-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,College Credits,Educational Attainment,Parent Background,White Students,Hispanic American Students,African American Students,Asian American Students,Colleges,High Schools,Online Courses,Urban Schools,Rural Schools,Suburban Schools

This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012, 2013, and 2016. The study also obtained data from students' high school transcripts, generally covering the fall 2009 term through the summer 2013 term. Students in HSLS:09 were asked questions about courses they took for college credit during their high school tenures. This arrangement is commonly known as &quot;dual&quot; or &quot;concurrent&quot; enrollment and is promoted as a means to help students prepare and demonstrate their readiness for the rigors of college coursework, as well as potentially save on the costs of college. Though many students take dual enrollment courses at their high school or on a college campus, providing such courses online or at other, regional high schools may increase access for students who do not live near a postsecondary institution. The following statistics are presented: (1) What percent of students took courses for postsecondary credit in high school?; and (2) Where do high school students take courses for postsecondary credit?
Key Financial Metrics on Australia&apos;s Higher Education Sector
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2018-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Higher Education,Educational Finance,Vocational Education,Universities,Proprietary Schools,Income,Expenditures,Educational Facilities,Educational Equipment,Fringe Benefits

This report is the fourth release of financial information held by the Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report have been sourced from TEQSA's 2017 data collection and relate to financial years ended from 31 December 2016 until 30 June 2017. Assessing the financial performance and financial position of a provider is a complex process which involves analyzing a range of quantitative metrics and understanding the provider's operating context, mission, governance, and management structures. TEQSA conducts an annual financial assessment of each provider, which analyzes 10 commonly-accepted financial metrics reflecting key business drivers critical to financial viability and sustainability. No individual financial metric should be considered in isolation. As each financial metric considers a unique financial element of a provider, all metrics need to be evaluated collectively to form a view on a provider's overall financial position. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels. Definitions and calculation methodologies for each measure are available in the Glossary section of this report.
TEQSA Annual Report 2017-2018
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2018-08-31
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Annual Reports,Academic Standards,Accountability,Accreditation (Institutions),Administrative Organization,Audits (Verification),Disabilities,Diversity (Institutional),Educational Finance,Educational Innovation,Educational Policy,Educational Quality,Educational Resources,Governance,Grievance Procedures,Institutional Mission,Needs Assessment,Profiles,Quality Assurance,Risk,Risk Assessment,Reputation,Higher Education,Partnerships in Education,Budgets,Portfolios (Background Materials),Human Resources,Access to Information

This report informs the Hon Dan Tehan, Minister for Education, the Parliament of Australia, the Australian higher education community and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending June 30, 2018. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the goals and indicators set out in the TEQSA &quot;Corporate Plan 2017-21&quot; and in TEQSA's &quot;2017-18 Portfolio Budget Statements.&quot; Section 1 of the report reflects on the past year, highlighting significant issues faced by TEQSA and initiatives undertaken, as well as current and future challenges. Section 2 provides information about TEQSA and its governance, roles and functions and organisational structure, as well as its approach to risk and standards-based regulation. Section 3 reports on how TEQSA performed during the reporting period against the purposes set out in the &quot;TEQSA Corporate Plan 2017-21,&quot; and its stated outcome and program deliverables contained in the &quot;2017-18 Portfolio Budget Statements.&quot; Section 4 provides information on corporate governance, external and internal accountability, human resource management, financial management, purchasing, consultants and contract management, legal services and other activities relevant to the administration of the agency. Section 5 presents audited financial statements for the year ending June 30, 2018. Section 6 includes information relating to TEQSA's staffing and its performance in relation to Australian Government environmental, disability, freedom of information and financial management outcomes. Section 7 assists readers to locate and understand information in the annual report. [For &quot;TEQSA Annual Report 2016-2017,&quot; see ED583526.]
An Argument to Engage Really Young Children in Mathematics
Author: Cooke, Audrey
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Young Children,Learner Engagement,Early Childhood Education,Mathematics Education,Mathematics Activities,Teaching Methods

Although it is now more commonly acknowledged that young children can engage with mathematics, it is not as commonly acknowledged that really young children (such as those aged under three years) can engage with and think mathematically. One of the reasons for this is the inability of adults to recognise mathematics in what these young children do. This paper explores the natural curiosity and engagement young children have with mathematics and discusses everyday activities within which mathematics is evident. It then suggests three lenses that adults (such as educators, family, and caregivers) can use to help them identify mathematical ideas. In providing these lenses and encouraging adults to recognise the mathematics evident in young children's everyday activities, the argument extends to maintaining opportunities for young children to willingly engage in mathematical thinking in their everyday activities over the imposition of more formalised and academic experiences in early childhood.
A Comparison of STEM and Non-STEM Teachers&apos; Confidence in and Attitudes towards Numeracy
Author: Ferme, Elizabeth
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,STEM Education,Self Esteem,Teacher Attitudes,Numeracy,Teaching Methods,Secondary School Teachers,Foreign Countries,Teacher Effectiveness,Teacher Surveys,Mathematics Instruction

This study reports initial results of a larger study examining teacher practices in numeracy in the secondary sector. Survey data examined STEM teachers' confidence in mathematics topics and attitudes towards numeracy in everyday life, and the responses were compared to teachers trained in non-STEM areas. The data indicate that teachers' specialist backgrounds influence certain aspects of their numeracy. Similarities between groups highlight the contribution made by all teachers to secondary school numeracy education.