ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy: The Critical Role of Teacher Knowledge. The Thirty-Ninth Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
Author: Johnson, Robin D., Ed.
Date: 2017-00-00
Type: Books
Subjects: Teacher Characteristics,Literacy,Reading Teachers,Researchers,Communities of Practice,Faculty Development,American Indians,Preservice Teachers,Preservice Teacher Education,Culturally Relevant Education,Teacher Educators,Accountability,Leaders,Intervention,Technical Writing,Writing Skills,Content Area Reading,Children,Adolescents,Student Behavior,Virtual Classrooms,Metacognition,Reading Strategies,Mentors,Vocabulary Development,Family Involvement,Adult Students,Scaffolding (Teaching Technique),Books,Clubs,Social Justice,Critical Thinking,Social Studies,Partnerships in Education,Beliefs,Teacher Attitudes,Multiple Literacies,Reading Comprehension,Core Curriculum,Teacher Collaboration,Field Experience Programs,After School Programs,Tutoring,Technology Integration,Parent Participation,Intellectual Disciplines,Artists,Art Education,Integrated Curriculum,Bilingualism,Preschool Children,Socialization,Emotional Development,Instructional Leadership,Graduate School Faculty,Graduate Students,Academic Language

The theme for the 60th annual conference of the Association of Literacy Educators and Researchers (ALER) was Literacy: The Critical Role of Teacher Knowledge. This Yearbook provides a snapshot of the highlights of the meeting and sampling of some of the proceedings. The focus is on three questions surrounding the conference theme: (1) What do literacy teacher educators and researchers need to know and be able to do? (2) What is the role of professional communities in literacy teacher educator and researcher professional development? and (3) Why is it important for ALER to continue to play an active role in the professional development of its members? All of the articles within this Yearbook represent a sampling of the sessions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. [For the Thirty-Eighth Yearbook, see ED594525.]
Literacy Educators and Researchers: Making a Difference in Our Diverse Communities. The Thirty-Eighth Yearbook: A Double Peer-Reviewed Publication of the Association of Literacy Educators and Researchers
Author: Johnson, Robin D., Ed.
Date: 2016-00-00
Type: Books
Subjects: Literacy,Literacy Education,Social Justice,Researchers,Instructional Materials,Children,Adolescents,Response to Intervention,Adults,English Language Learners,Coaching (Performance),Adult Learning,Teacher Education Programs,Reading Teachers,Religious Factors,Reading Instruction,High School Teachers,Writing Instruction,Reading Difficulties,Theater Arts,Drama,Adult Students,Practicums,Leadership,Teacher Certification,College Students,Student Attitudes,English (Second Language),Second Language Learning,Content Area Reading,Content Area Writing,Preservice Teachers,Preservice Teacher Education,Self Efficacy,Students with Disabilities,Inclusion,Foreign Countries,Technology Uses in Education

The theme for the 59th annual conference of the Association of Literacy Educators and Researchers was Making a Difference in Our Diverse Communities. The meeting took place in Costa Mesa, California in 2015. In the first section of the Yearbook, Dr. J. Helen Perkins's presidential address shared the story of her journey as an educator and how it influenced her awareness of the importance of social justice in teacher education. Then, in &quot;Preparing Educators Who Make a Difference in Our Diverse Communities,&quot; Dr. Patricia A. Edwards wrote, &quot;Teachers have a responsibility to all their students to ensure that all have an equal opportunity to achieve to the best of their abilities.&quot; These two articles, along with the other featured speakers and award winners, described the need for teacher educators and researchers to rise to the challenge of preparing the next generation to embrace diversity and implement best practices in literacy instruction that will meet the needs of ALL learners. In section two, the authors explained how their research on web tools, drama and play, intervention strategies, and curriculum materials impacted children, adolescents, and families. Section three showcases the research from teacher leaders, English language learners, and literacy coaches and its impact on adult learning. Section four focuses on the impact research has on teacher education programs. All of the articles within this Yearbook represent a sampling of the sessions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional round of peer review for acceptance in the Yearbook. The articles reflect the theme and broaden it in terms of cultures to include not only cultures of ethnicity, race, gender, politics and economics, but also cultures of new literacies and technologies. The authors address both research and practice providing additional opportunities for making a difference in diverse communities. [For the Thirty-Seventh Yearbook, see ED594526.]
Tennessee Higher Education Adult Student Fact Book: 2016-2017
Author: Tennessee Higher Education Commission
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Adult Students,Public Colleges,Community Colleges,Undergraduate Students,Enrollment,Age,Full Time Students,Part Time Students,Race,Sex,Majors (Students),Off Campus Facilities,College Transfer Students,School Holding Power,Academic Achievement,Graduation Rate,Federal Aid,Grants,Bachelors Degrees,Research,Outreach Programs,Capacity Building,Partnerships in Education,Associate Degrees,Educational Certificates

In January 2010, the General Assembly passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda seeking to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional levels. While the higher education landscape has been shaped by the CCTA, higher education has evolved to adopt Governor Bill Haslam's statewide reform agenda, collectively known as the &quot;Drive to 55.&quot; The success of this goal relies largely on the recruitment, retention, and completion of adults in higher education. Tennessee Reconnect, the adult-focused efforts of the Drive to 55, works to engage the over 900,000 Tennessee adults over 25 who have some college but have not completed their degree, and the 1.4 million Tennesseans over 25 with only a high school degree. Beyond meeting baseline metrics for labor market demand, state-level initiatives ensure that post secondary education is a viable option for any adult Tennessean who chooses to pursue it. This is accomplished by: (1) providing research for building a policy framework; (2) coordinating community and regional initiatives; (3) developing and leveraging employer and workforce partnerships; (4) supporting and building capacity within institutions to serve adults more effectively; and (5) supporting and reaching out to adult learners. In order to more deeply understand and illustrate the importance and condition of adult learners in Tennessee higher education, the Tennessee Higher Education Commission (THEC) must analyze and report the data available. In 2015, THEC released the first edition of this THEC Fact Book focused solely on adult learners to provide institutional faculty and staff, state higher education policy leaders and non- profit organizations the context surrounding adult student participation and success in Tennessee higher education. Also provided is a section containing program updates. Additional resources, and a glossary are provided. [For the 2014-15 report see ED572970.]
Interrelations among Expectancies, Task Values, and Perceived Costs in Undergraduate Biology Achievement
Author: Perez, Tony
Date: 2019-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Biology,Science Achievement,Beliefs,Student Attitudes,Student Motivation,Correlation,Path Analysis,Student Interests,Grades (Scholastic),Introductory Courses,Molecular Biology,Cytology,Video Technology,Longitudinal Studies,Factor Analysis,Self Concept,Academic Ability

Expectancy-value theory highlights the roles of students' expectancies, task values, and perceived costs in their motivation and achievement. While ample research has highlighted the positive associations of expectancy beliefs and task values with academic achievement, research on students' perceived costs is in its infancy. We investigated the temporal interrelations among expectancies, task values and different types of perceived cost, the role of these constructs in biology achievement, and the role of perceived costs as a moderator in the relations of expectancy beliefs to biology achievement. A cross-lagged path analysis of semester-long data from 234 undergraduate biology students pointed to variable relations among expectancies, task values, perceived costs, and biology achievement. For example, while early expectancy beliefs related to later attainment and interest value, early task values and perceived costs did not relate to later expectancy beliefs. Furthermore, early attainment value related to later effort and opportunity cost. Expectancy beliefs and effort and opportunity cost in biology were associated with final biology grade. Finally, effort cost moderated the relationships between expectancy beliefs and students' final grades. These findings provide evidence for the dynamic relations among perceived costs, task values, and expectancy beliefs over a semester and point to the interplay between expectancies and perceived costs in their relation to academic achievement in science. [This paper was published in &quot;Learning and Individual Differences.&quot;]
Constructivist and Cognitive Multimedia Learning Theories as Tools for Training Teachers on How to Integrate Technology Using the TPACK Framework for Teaching Arabic Online
Author: Essam, Rasha
Date: 2016-01-00
Type: Dissertations/Theses - Masters Theses
Subjects: Online Courses,Semitic Languages,Faculty Development,Teacher Attitudes,Language Teachers,Problem Based Learning,Management Systems,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Program Design,Constructivism (Learning),Learning Theories,Second Language Learning,Second Language Instruction,Foreign Countries,Scaffolding (Teaching Technique),Transfer of Training,Teacher Workshops

The purpose of this study is to explore the perceptions of trainees towards a professional development program. The target is to train teachers on how to use a learning management system called &quot;Blackboard&quot; for designing courses that could be taught online in the future. I used technological pedagogical and content knowledge as a theoretical framework (TPACK) for designing the training. The design of the professional development program took into consideration two learning theories--constructivist learning theory and cognitive multimedia learning theory as part of the pedagogy component of the TPACK framework. Design-based research with one contextual phase without subsequent interventions was used for conducting this study. Semi-structured interviews, a survey with closed ended questions, and a performance exam were used for data collection. The results are presented aligned with the study's research questions and purpose. The findings showed positive attitude towards the professional development program as a whole and the manual and problem-based activities in particular, with some recommendations for further enhancement. The results of this study attempt to assist professional development designers in the design of other training programs. Finally, theoretical and practical implications are highlighted based on the discussion and conclusions drawn.
Women Can&apos;t Win: Despite Making Educational Gains and Pursuing High-Wage Majors, Women Still Earn Less than Men
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Research
Subjects: Females,Gender Bias,Wages,Academic Degrees,Barriers,Educational Attainment,Occupations,Males,Equal Opportunities (Jobs),Mothers,College Graduates,Age Differences,Majors (Students),Social Influences,Cultural Influences,Racial Differences,Ethnicity,Gender Discrimination,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Associate Degrees,Certification

The gender wage gap, the disparity in pay between men and women, has narrowed to 81 cents in 2016 from 57 cents on the dollar in 1975. Nevertheless, the gap persists. Over the course of a career, the gender wage gap results in women earning $1 million less than men do. To close this gap, women have relied primarily on the advantages conferred by education. Today, women are enrolling in college in greater numbers than men, breaking through barriers to pursue degrees in male-dominated majors that offer higher earnings, as well as graduating in greater numbers at all levels of education. In the 1970s, the number of associate's degrees awarded to women began outnumbering those awarded to men. In the 1980s, the number of bachelor's degrees and master's degrees awarded to women overtook the number awarded to men. By the 2000s, more women completed doctoral degrees than men. The report explores the complex set of reasons that have kept the gender wage gap in place. Even when comparing men and women who have equal educational attainment and work in the same occupation, women still earn only 92 cents for every dollar earned by men. [For the executive summary, see ED594548.]
Examining High School Students&apos; Safe Computer and Internet Usage Awareness
Author: Aytaç, Tufan
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Computer Security,Learning Experience,Information Technology,Information Security,Knowledge Level,Student Attitudes,Profiles,Access to Information,Computer Games,Computer Use,Correlation,Social Networks,Foreign Countries,Internet,Risk,Program Effectiveness,Pilot Projects

The use of Information and Communication Technologies (ICT) is rapidly spreading among high school students. These technologies provide the students to gain learning experiences and also involve many dangers such as addiction, loneliness and stress. The aim of this study is to examine awareness levels of different types of high school students towards Safe Computer and Internet Usage Awareness (SCIUA). The data were collected from 715 students studying in the high school students in Turkey by using a questionnaire developed by the researchers. The data obtained from the questionnaire were analyzed based on the pre-determined themes and the students' information security and computer usage awareness profiles were revealed. It was determined that students mostly use Internet for access to information, playing online games and access to social networks. When the relations among dimensions of students' awareness towards SCIUA were examined, a strong negative relation was determined between students' competencies and the problems and threats they faced. Students' remarks (awareness) vary in terms of social network/communication and dimension of family factor with respect to the places where they connect to the Internet. Also, within the scope of this project, practical information based on the results of this study is offered to implementers of the FATIH project, which is conducted by the Ministry of National Education in Turkey.
Education Rights of Homeless Students: A Guide for Advocates. Fourth Edition
Author: Education Law Center
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Student Rights,Access to Education,Barriers,Disadvantaged Youth,Equal Education,Civil Rights,At Risk Students,Educational Legislation,Federal Legislation,State Legislation,Elementary Secondary Education,Academic Achievement,Enrollment,Residence Requirements,Eligibility,School Districts,Students with Disabilities,Terrorism,Natural Disasters,Family Problems,Conflict Resolution,Attendance,Tuition,Student Transportation,Preschool Education,College Readiness,High School Students,Compliance (Legal),Preschool Children

There is no question that students who experience homelessness, like all students, are entitled to be educated. A federal law, known as the McKinney-Vento Homeless Assistance Act, requires states to provide homeless children and youth with the same access to free appropriate public education as is available to other students. The Act also requires states to review and revise barriers to the identification, enrollment, attendance or success in school of homeless students, to avoid the segregation of homeless students from the mainstream school environment, and to provide access to the education and services needed to ensure that homeless students have an opportunity to meet the same challenging academic achievement standards to which all students are held. This publication is designed to help parents, guardians, caregivers, and youth understand the circumstances that are considered &quot;homelessness&quot; under the school enrollment laws and the legal concepts, procedures, and rights involved in disputes over the enrollment of homeless students in local public schools. This publication provides useful information for parents whose children have been enrolled in a school district but who are experiencing homelessness. It is also intended to be of assistance to homeless parents whose children are not currently enrolled in school, as well as to homeless youth not living with a parent or guardian (&quot;unaccompanied youth&quot;). [This guide was revised and updated by Cindy Fine in consultation with Elizabeth Athos. For the third edition to this report, see ED584831.]
Women Can&apos;t Win: Despite Making Educational Gains and Pursuing High-Wage Majors, Women Still Earn Less than Men. Executive Summary
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Females,Gender Bias,Wages,Academic Degrees,Barriers,Educational Attainment,Occupations,Males,Equal Opportunities (Jobs),College Graduates,Majors (Students),Social Influences,Cultural Influences,Racial Differences,Ethnicity,Gender Discrimination,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Associate Degrees,Certification

This is the executive summary for the report, &quot;Women Can't Win: Despite Making Educational Gains and Pursuing High-Wage Majors, Women Still Earn Less than Men.&quot; Gender wage disparities have always been an intractable problem in the workforce. Women are doing all the right things to close wage disparities--going to college in greater numbers than men, pursuing majors that offer higher incomes, and graduating college in greater numbers than men. A complex set of reasons has kept this gender wage disparity in place: (1) choice of field of study; (2) choice of majors within fields of study; (3) choice of occupation; and (4) discrimination. [For the full report, see ED594545.]
Understanding Public School Residency Requirements: A Guide for Advocates. Revised
Author: Education Law Center
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Residence Requirements,School Law,Place of Residence,Eligibility,Enrollment,Homeless People,Foster Care,Economically Disadvantaged,Military Personnel,Parents,Child Caregivers,Family Problems,Divorce,State Regulation

Parents, guardians, caregivers and school administrators will sometimes disagree over whether a student may enroll in or continue to attend a public school based on his or her place of residence. The information in this manual is designed to help parents, guardians and caregivers understand New Jersey's public school residency rules and to inform them of their legal rights. While school districts make the initial determinations regarding a student's right to attend a given school, regulations adopted by the New Jersey Department of Education (NJDOE) provide extensive procedural protections to ensure that students are not denied enrollment without the opportunity for a fair hearing and that a student's education is not disrupted pending resolution of a residency dispute. [This manual was updated and revised for Education Law Center by Cindy Fine. For the original guide, see ED504899.]
Intercultural Communication in the Online Spanish Classroom: A Study on Invitations
Author: Bachelor, Jeremy W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Spanish,Second Language Instruction,Community Colleges,Two Year College Students,Online Courses,Educational Technology,Conventional Instruction,Pragmatics,Speech Acts,Language Proficiency,Teaching Methods,Video Technology,Program Effectiveness

The &quot;NCSSFL-ACTFL Can-Do Statements for Intercultural Communication&quot; (2017) task educators with helping students better recognize &quot;obviously inappropriate behaviors in familiar everyday situations&quot; (p.15), yet today's L2 classroom rarely includes pragmatic speech acts in curriculum, especially with regard to online language learning. To this end, in the fall 2018 semester at two community colleges, intercultural/pragmatic lessons on invitation sequences were implemented in both online and on-ground Spanish One classes involving both written and spoken conversations with native speakers as to determine if pragmatics can be acquired online. Control groups were also established. Preliminary data suggest that online students can acquire pragmatic competence thanks to online interventions; however, more complex intercultural strategies may require more exposure to the language or on-ground components. Methodology, lessons, and pedagogical implications are included.
Learning Vocabulary through Collocating on Quizlet
Author: Solhi Andarab, Mehdi
Date: 2019-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Language Tests,Teaching Methods,Comparative Analysis,Sentences,Verbs,Nouns,Assignments,Scores,Pretests Posttests,Management Systems,Computer Assisted Instruction,College Preparation,College Students,Foreign Countries

The difficulty in learning vocabulary is a problem that lies in not anchoring the new items to relevant established entities in cognitive structure. Different categories of associations have been reported to aid facilitating vocabulary acquisition. Collocating vocabulary items is a type of association that is considered to be more efficient in retrieval. The present study sought to investigate whether collocating the lexical items on Quizlet can facilitate acquisition of the vocabulary items, and whether it is likely to be more effective than learning decontextualized individual words. In so doing, 70 upper-intermediate English as a foreign language (EFL) learners with homogeneous knowledge of vocabulary were conveniently assigned into two groups: the learners in the first group were assigned a list of vocabulary items with their synonyms in English, while the learners in the other group were assigned the identical vocabulary items with their frequent collocations written in complete sentences. The targeted collocations were verb-nouns, propositional verbs, and noun-nouns. The assignment continued for two months. At the end, an independent sample t-test applied on the scores achieved from a posttest indicated a significant difference in scores of the control group and that of the experimental group. This study sheds light to the significance of contextualizing a lexical item with collocations through which acquisition of vocabulary item is enhanced.