ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Learner Engagement when Working with Adult English Language Learners. CAELA Network Brief
Author: Miller, Susan Finn
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Educational Strategies,Experienced Teachers,Administrators,Adult Literacy,Literacy Education,Adult Learning,Adult Students,English (Second Language),Second Language Learning,Persistence,Learning Motivation,Second Language Instruction

Teachers of adults learning English often compete with many demands on learners' attention. Concerns about family, jobs, money, and transportation; fatigue; and negative past experiences with education are some of the factors that might inhibit an adult learner's full engagement in class. In a study of learner engagement in adult literacy programs, Beder, Tomkins, Medina, Riccioni, and Deng (2006) noted that engaged learners in K-12 settings have both the will and the ability to participate in and carry out work in class, and Schalge and Soga (2008) suggest that students' persistence in adult ESL classes may be related to their engagement in the class. Unlike students in K-12 programs, the vast majority of adult learners are voluntary participants in their learning, so the "motivation to engage is a cognitive disposition that learners bring with them when they enroll in adult literacy classes". This brief gives an overview of theory and research on learner engagement in language-learning settings, describes specific instructional strategies and program structures to promote the engagement of adults learning English, and makes recommendations for further research on learner engagement in this population. This brief is written for experienced teachers working with adult English language learners and for program administrators and trainers seeking to help teachers engage learners in instruction.
Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge. CRESST Report 820
Author: Buschang, Rebecca E.
Date: 2012-09-00
Type: Reports - Research
Subjects: Validity,Measures (Individuals),Test Interpretation,Algebra,Mathematics Teachers,Experienced Teachers,Beginning Teachers,Pedagogical Content Knowledge,Teacher Characteristics,Expertise,Correlation,Differences

The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences. Second, tasks that measured similar types of knowledge would correlate strongly, and tasks that measured different types of knowledge would correlate weakly. We recruited and assessed four groups of participants including 46 experienced algebra teachers (2+ years experience), 17 novice algebra teachers (0-2 years experience), 10 teaching experts, and 13 subject matter experts. Results indicate one task differentiated among levels of expertise and measured several aspects of knowledge needed to teach algebra. Results also highlight that future studies should use a combination of tasks to accurately measure different aspects of teacher knowledge. (Contains 7 tables and 4 figures.) [This paper was supported under the Educational Research and Development Centers Program.]
Framework for Quality Professional Development for Practitioners Working with Adult English Language Learners. Revised
Author: Center for Adult English Language Acquisition
Date: 2010-01-00
Type: Guides - Non-Classroom
Subjects: Educational Opportunities,Program Effectiveness,Program Improvement,Adult Education,Second Language Learning,Guidelines,English Language Learners,Faculty Development,Educational Quality,Adult Learning,Teacher Education,Labor Force Development,English (Second Language),Students,Teaching Methods,Pedagogical Content Knowledge,Knowledge Base for Teaching

The Center for Adult English Language Acquisition (CAELA) Network, under contract with the Office of Vocational and Adult Education (OVAE), has created a framework that can be used to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state, regional, and program levels. The framework addresses the need to improve student learning and facilitate learner progress through and beyond programs and, as a result, the need for high-quality adult education practitioners and professional development programs for them. This framework focuses on the knowledge and skills that teachers and administrators need, as well as the systems and processes necessary to help them work effectively with the adult English language learners in their programs. State- and program-level administrators, professional developers, teacher trainers, and teachers can use this framework as they seek to improve instruction with the goal of facilitating learner progress through a systematic, coherent, and sustainable professional development effort. This program improvement process can enhance the design of professional development opportunities, which can in turn improve instructional quality, practitioner responses to learner needs, and learners' progress. The desired outcome is a workforce of trained, knowledgeable practitioners who can respond to the needs of adult English language learners through high-quality, evidence-based practice. The framework has three components: (1) The "content" that practitioners need to be successful in working with adult English language learners; (2) The "process" for planning, implementing, and evaluating professional development for practitioners; and (3) The "context" in which professional development is provided. Each of these components, with its specific elements, is described in this paper. Background is appended. (Contains 1 figure.) [For the 2008 edition of this report, see ED505519.]
Managing Programs for Adults Learning English. CAELA Network Brief
Author: Rodriguez, Amber Gallup
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Adult Education,Adult Students,English (Second Language),Second Language Learning,Program Administration,Second Language Instruction,Administrator Characteristics,Administrator Responsibility,Needs Assessment,Student Needs,Language Tests,Faculty Development,Money Management,Curriculum,Teaching Methods,Cooperation,Advocacy

Programs for adults learning English vary widely in size and scope. Some are large, multilevel programs, such as the Arlington Education and Employment Program (REEP) in Virginia, which has more than 45 staff members, over 100 volunteers, and an array of student services for the 7,500 learners served annually at the program's 7 locations. Others are relatively small, such as Montana's Bozeman Adult Learning Center, which serves fewer than 70 students a year with 1 part-time teacher, 1 administrator, and a number of volunteers. Programs can be found in community colleges, public school systems, community centers, corrections facilities, and workplaces. They can be faith-based, for profit (proprietary), managed by local education agencies, or community supported. Administrators in these programs are also diverse in their experience and training. While some may be managers by profession, others may have no previous experience in program administration. In the latter category are many experienced teachers of English language learners who have moved into program management. Others may have managed, or are managing, literacy, adult basic education (ABE), adult secondary education (ASE), or other types of programs and have added an adult English as a second language (ESL) component to their existing responsibilities. This brief addresses the needs of administrators with these varied backgrounds. It begins by outlining fundamental responsibilities of adult education administrators. It then describes components of typical programs serving adult English language learners and includes resources and tools that can facilitate successful administration of program components. It concludes with suggestions for further research. This brief is written for program administrators to provide information and strategies that will promote their success with managing programs for adults learning English.
Understanding Patterns and Precursors of ELL Success Subsequent to Reclassification. CRESST Report 818
Author: Kim, Jinok
Date: 2012-08-00
Type: Reports - Research
Subjects: English Language Learners,Classification,Validity,English (Second Language),Second Language Learning,Language Proficiency,Elementary School Students,Grade 4,Grade 5,Grade 6,Academic Achievement,Achievement Gap,Student Characteristics,Correlation,Educational Policy

In English language learners' (ELLs) reclassification, the tension between assuring sufficient English language proficiency (ELP) in mainstream classrooms and avoiding potential negative consequences of protracted ELL status creates an essential dilemma. This present study focused on ELL students who were reclassified around the time they finished elementary school (specifically students reclassified at Grades 4, 5, or 6) and attempted to examine whether the reclassification decisions used for these students are valid and supportive of their subsequent learning. In doing so, this paper also explores methods that allow for drawing sound inferences on student learning subsequent to reclassification. Recent advances in growth modeling are drawn upon to make comparisons in subsequent learning more meaningful. The study found that although there is evidence that reclassified ELLs tend to continue to catch up to their non-ELL peers after reclassification, the magnitudes may be very modest in virtual scale values over the grades and insufficient to attain proficiency. The study also found that there was no evidence of former ELLs falling behind in academic growth after reclassification, either relative to their non-ELL peers or in terms of absolute academic proficiency levels. (Contains 3 tables and 2 figures.)
The Mediation Effect of In-Game Performance between Prior Knowledge and Posttest Score. CRESST Report 819
Author: Kerr, Deirdre
Date: 2012-09-00
Type: Reports - Research
Subjects: Prior Learning,Video Games,Educational Games,Pretests Posttests,Performance,Scores,Mathematics Instruction,Multivariate Analysis,Mediation Theory,Grade 6,Mathematics,Technology Uses in Education

Though video games are commonly considered to hold great potential as learning environments, their effectiveness as a teaching tool has yet to be determined. One reason for this is that researchers often run into the problem of multicollinearity between prior knowledge, in-game performance, and posttest scores, thereby making the determination of the amount of learning attributable to the game difficult. This study uses tests for mediation effects to determine the true relationship between in-game performance and posttest performance, determining that in this case in-game performance is a perfect mediator of prior knowledge on posttest score. (Contains 1 table, 3 figures and 1 footnote.) [This paper was supported under the Educational Research and Development Centers Program.]
Examining Feedback in an Instructional Video Game Using Process Data and Error Analysis. CRESST Report 817
Author: Buschang, Rebecca E.
Date: 2012-07-00
Type: Reports - Research
Subjects: Feedback (Response),Video Games,Educational Games,Mathematics Instruction,Technology Uses in Education,Middle School Students,Mathematics,Data,Error Patterns

Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student actions in the game. Results indicated the type of feedback did not significantly affect student actions. Process data were also analyzed to identify specific student errors as well as opportunities to provide feedback for future versions of the game. Results of this study suggest that process data are a unique feature of technology-based learning environments that can be used to analyze errors and create targeted feedback for students. (Contains 1 table and 7 figures.)
Evaluation of Calipers II: Using Simulations to Assess Complex Learning Site Visit Findings. CRESST Report 821
Author: Matrundola, Deborah La Torre
Date: 2012-09-00
Type: Reports - Research
Subjects: Computer Simulation,Computer Assisted Testing,Science Tests,Middle School Students,Grade 6,Grade 8,Reflection,Learning Activities,Formative Evaluation,Case Studies,Faculty Development,Middle School Teachers,Teacher Role,Structured Interviews,Teacher Attitudes,Learner Engagement

The purpose of these case studies was to examine the ways technology and professional development supported the use of the SimScientists assessment systems. Qualitative research methodology was used to provide narrative descriptions of six classes implementing simulation-based assessments for either the topic of Ecosystems or Atoms and Molecules. Results revealed both strengths and weaknesses concerning technology support for the assessments, as well as technology and professional development support of the teachers. Furthermore, recommendations are provided concerning potential improvements to the assessments, reflection activities, and professional development. (Contains 14 tables, 8 figures and 1 footnote.)
Using Cluster Analysis to Extend Usability Testing to Instructional Content. CRESST Report 816
Author: Kerr, Deirdre S.
Date: 2012-05-00
Type: Reports - Research
Subjects: Multivariate Analysis,Usability,Instructional Materials,Video Games,Educational Games,Mathematics Instruction,Problem Solving,Instructional Effectiveness,Grade 6,Grade 7,Grade 8

Commercial video games undergo usability studies to determine the degree to which the player is able to learn, control, and understand the game. Usability studies allow game designers to improve their games before they are released to the public. If usability studies could be expanded to include information about the presentation of the instructional content, they could help improve educational video games. In this study, cluster analysis was used to identify usability information from the log files from an educational video game called &quot;Save Patch&quot;. Cluster analysis was able to pinpoint specific levels in the game that could be improved as well as identify specific components of the level design under which certain errors were likely to occur, culminating in specific recommendations to improve the game in ways likely to increase learning. Appended are: (1) Final Attempt Distribution; and (2) First Attempt Distribution. (Contains 2 tables and 5 figures.) [This paper was supported under the Educational Research and Development Centers Program.]
Student Teaching Abroad: An Experience for 21st Century Teachers
Author: Landerholm, Elizabeth
Date: 2013-03-15
Type: Reports - Research
Subjects: Teaching Methods,Cultural Differences,Student Teaching,Foreign Countries,Internship Programs,Study Abroad,International Programs,Teaching Styles,International Educational Exchange,Student Exchange Programs,Student Experience,Teaching Experience,Reflection,Multicultural Education,Achievement Gains,Comparative Education,Cross Cultural Studies,Student Educational Objectives,Participant Satisfaction

Twenty first century teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents, community members, and administrators. The paradigm shift of the 21st century is that teachers need to be team players who are skilled at operating in a variety of collaborative partnerships. Northeastern Illinois University (NEIU) in Chicago over the years has developed many international program experiences for students. Study abroad for a few weeks, a semester or a year provides an intensive way to experience another culture and see other ways of living life. This article takes a close look at a recent NEIU initiative, a program called Student Teaching and Korean Experience (S.T.a.K.E.). Students are able to complete an overseas student teaching internship in South Korea. We will examine students' reflections on their experience.
Rural Education. Bulletin, 1923, No. 36
Author: Cook, Katherine M.
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Agricultural Education,Rural Education,School Buildings,Rural Schools,State Departments of Education,State Surveys,Administrative Organization,Superintendents,Educational Facilities Improvement,Educational Change,Curriculum,Equal Education,High Schools

Twenty-five States reported to the Bureau of Education that some sort of concerted effort was made during the biennium toward improving and adapting State courses of study to the needs of rural schools. It is reported that progress has been made in the following categories: (1) The tendency on the part of State departments to assume increased responsibility for rural schools; (2) An increase in the number and scope of state-wide educational surveys with recommendations directed toward improvement of the rural school situation; (3) A renewed interest in and directed effort toward the improvement of the administrative organization under which rural schools operate in order to insure or make possible more liberal support and modern administrative practice; (4) An increased appreciation of the dignity and importance of the office of the rural superintendent and the place of professional supervision in the improvement of rural schools; (5) Increased facilities for preparing teachers for the special field of rural education in State and other teacher-preparing institutions, accompanied by a growth in professional spirit among those engaged in rural education; (6) The zeal with which a large number of States are centralizing and working for the centralization of several small schools into larger, more efficient ones; (7) Renewed efforts to supply high-school facilities for rural children without taken them away from the farm; (8) concerted efforts in early all States to improve rural-school buildings and grounds, both as to sanitary conditions and those directly concerned with the use of buildings for school purposes; and (9) Widespread efforts to revise and improve the curriculum more nearly to meet the needs of country children. The following topics are discussed in this bulletin: (1) Significance of the problems of educating rural children; (2) State departments of education and the rural schools; (3) Equalizing educational opportunity; (4) Supervision of rural schools; (5) Rural teachers: Their certification, preparation, salary, and conditions under which they work; (6) Centralization and consolidation of rural schools; (7) High-School facilities for rural children; (8) Agricultural education in rural schools; (9) Rural school buildings; and (10) State courses of study. (Contains 3 footnotes.) [Best copy available has been provided.]
Progressive Tendencies in European Education. Bulletin, 1923, No. 37
Author: Washburne, C. W.
Date: 1923-00-00
Type: Historical Materials
Subjects: Progressive Education,Experienced Teachers,Foreign Countries,Individual Instruction,Educational Change,Experimental Schools,Group Instruction,Educational Attitudes,Freedom,Career Guidance,Psychomotor Skills,Teaching Methods,Self Determination

The author of this report, accompanied by his wife and two experienced teachers, spent three months touring European experimental schools. They visited every country that gave promise of yielding examples of experimental schools, and, while not attempting to visit every experimental school, they did attempt to visit every type in each country. They visited five experimental schools in England, four in Belgium, three in Holland, two in France, three in Switzerland, one in Austria, two in Czechoslovakia, and one in Germany. They did not attempt any statistical study or survey of the schools, but rather attempted to discover what educational ideas were behind the experiments, how these ideas were being implemented, and the personal opinion of the people most closely concerned with the results of the experiment. Based on these criteria, this report documents typical examples of the progressive educational tendencies in Europe. Following the Introduction, the following topics are covered in this bulletin: (1) Landerziehungsheime or &quot;new schools&quot;; (2) Handwork; (3) Self-government; (4) Individual instruction; (5) Group instruction; (6) Freedom; and (7) Research schools and classes. (Contains 2 footnotes.) [Best copy available has been provided.]
Main Streets of the Nation: A Series of Projects on Highway Transport for Elementary Schools. Bulletin, 1923, No. 38
Author: Fox, Florence C.
Date: 1923-00-00
Type: Historical Materials
Subjects: Childrens Literature,Geography,Civil Engineering,Urban Schools,Grade 5,Travel,Transportation,Motor Vehicles,Science Education,Civics,History,Teaching Methods,Observation,Reading Processes,Elementary School Students,Instructional Effectiveness

The highway is close to every child's experience and plays an important part in the activities of his life. The influence of the street is second only to that of the home. The highway project holds, for that reason, an absorbing interest of children in the middle and upper grades. It presents a wide range of subject matter and an opportunity for many forms of activity. The central subjects in this bulletin represent five centers of study such as Science, Geography, Civics, History, and Literature. The lessons in science include simple engineering problems in road and bridge construction; those in geography and history, the location and early history of present routes of travel; in civics, the use of the highways; and in literature, appropriate songs and stories which add an artistic element to the study. The modes of study by which the child gains his impressions are, first, observation; second, hearing language; and third, reading. The lessons given in this bulletin have been recently demonstrated in a class of fifth-grade children in one of the city school systems and bear throughout the impress of their reaction to the material here presented. The objective method used in the presentation was varied by means of field lessons and by the use of pictures, models, and specimens which were brought into the class by the children. In some instances the official of a highway, a representative of an automobile industry, a college professor of highway engineering, or a traffic officer gave a talk to the children on his particular interest in highway transportation. Contents include: (1) Foreword; (2) Introduction; (3) Lessons in geography; (4) Lessons in Science; (5) Lessons in civics; and (6) Lessons in history and literature. Bibliographies and illustrations are included. (Contains 3 footnotes.) [Best copy available has been provided.]