ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple &quot;Cultures Of Mind.&quot; Research Monograph. NCSALL Reports #19
Author: Kegan, Robert
Date: 2001-08-00
Type: Numerical/Quantitative Data
Subjects: Adult Development,Adult Basic Education,Adult Learning,Adult Students,Program Descriptions,Program Effectiveness,Outcomes of Education,Language Fluency,Competence,Best Practices,Surveys,Interviews,Focus Groups,Data Analysis,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Pluralism,Longitudinal Studies,Community Colleges,Staff Development,Work Environment,Student Development,Parents,Adult Educators,Adult Literacy,Family Literacy,Literacy Education,Workplace Literacy,Role,High School Equivalency Programs,Academic Support Services,Educational Strategies,Immigrants,Vignettes,Measures (Individuals),Cohort Analysis,Acculturation,Change,Student Diversity,Teacher Student Relationship

How do ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages) programs shape adult learners, and how do adult learners, in turn, shape their programs?  Beyond the acquisition of important skills (such as greater fluency in the English language) what are the bigger internal meanings for adults of participating in ABE/ESOL learning? The researchers carefully followed for a year or more the inner experiences of 41 ABE/ESOL learners from all over the world. They were enrolled in three different U.S. programs oriented to greater English language fluency and improved effectiveness in learners' roles as parents, workers, or students. This monograph is organized in the following fashion: In Chapter Two the researchers present their research method. In Chapter Three they acquaint readers with the look and feel of a number of qualitatively different ways of knowing in adulthood, generally, and as they may make sense of aspects of teaching and learning, in particular. The following four chapters explore their three research sites--first the student-oriented program at Bunker Hill Community College; then the parent-oriented program at Even Start; and finally two chapters on the work-oriented program at Polaroid. After these chapters the researchers explicitly address issues of role-related competence and their collaboration with Equipped for the Future. The last chapter sums up their findings and their implications for ABE/ESOL teaching and program planning. Two appendices then follow, reviewing, respectively, their quantitative findings and developmentally oriented competency charts identifying the way similar tasks might be performed within differing &quot;cultures of mind.&quot; Appendices include: (1) Standardized Measures Analysis Report; and (2) Developmental Skills Matrices. Individual chapters contain tables, footnotes, and references. [For this report's executive summary, see ED508685. For this report's research brief, see ED508684.]
Toward a New Pluralism in ABE/ESOL Programs: Teaching to Multiple &quot;Cultures of Mind.&quot; A NCSALL Research Brief
Author: Kegan, Robert
Date: 2001-08-00
Type: Reports - Descriptive
Subjects: Adult Development,Adult Basic Education,Adult Learning,Adult Students,Program Effectiveness,Outcomes of Education,Best Practices,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Pluralism,Longitudinal Studies,Community Colleges,Work Environment,Student Development,Parents,Family Literacy,Literacy Education,Role,High School Equivalency Programs,Academic Support Services,Educational Strategies,Immigrants

In much research, learners' perspectives tend to be considered in light of a program's expectations or U.S. society's definitions of learner needs, rather than considering how learners would define and make sense of their own experiences, hopes, and needs. In contrast, this study considers learners' meanings as the fundamental starting point for exploration. Key findings include: (1) Adult learners' ways of knowing can change significantly, even over a short period of time; (2) Cohorts are important to both supporting and challenging adult learners; (3) Differences in complexity of meaning systems are not highly associated with level of formal education; and (4) Developmental level shapes adult learners' choices, preferences, and experience of program learning. [This is a companion document to &quot;Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple &quot;Cultures Of Mind.&quot; For the full report, see ED508683. For the executive summary, see ED508685.]
Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple &quot;Cultures of Mind.&quot; Executive Summary. NCSALL Reports #19a
Author: Kegan, Robert
Date: 2001-08-00
Type: Reports - Research
Subjects: Adult Development,Adult Basic Education,Adult Learning,Adult Students,Program Effectiveness,Outcomes of Education,Language Fluency,Best Practices,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Pluralism,Longitudinal Studies,Community Colleges,Student Development,Parents,Adult Literacy,Family Literacy,Literacy Education,Workplace Literacy,Role,High School Equivalency Programs,Academic Support Services,Educational Strategies,Immigrants,Cohort Analysis,Acculturation,Change,Student Diversity,Teacher Student Relationship

The authors carefully followed for a year or more the inner experiences of learning and change of 41 ABE/ESOL (Adult Basic Education/English for Speakers of Other Languages)  learners from all over the world. They were enrolled in three distinct U.S. programs (a community college, a family literacy site, and a workplace site), each oriented to enhancing greater English language fluency, increasing content knowledge, and improving effectiveness as workers, parents, or students. The authors' purposes were to gain a better understanding of how these adults perceived program learning; how, if at all, program learning helped them to enact a particular social role; and how, if at all, these adults changed while participating in the program. In addition to the many better understood forms of diversity that are present in an ABE/ESOL classroom, and which good teachers strive to recognize and include (differences of gender, age, race, cultural origin), their study suggests the importance of another form of diversity--a new kind of pluralism--namely, the differing meaning-systems or ways of knowing which adult learners bring into the room. All three of the study's major findings revolve around the importance of this new variable for thinking about teaching and learning in the ABE/ESOL classroom. The major findings are: (1) Varieties of Change for ABE/ESOL Learners; (2) The Power of the Cohort in Adult Learning; and (3) A New Pluralism: Varieties of Meaning Systems Among Adult Learners. (Contains 1 footnote.) [This is a companion document to &quot;Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple &quot;Cultures Of Mind&quot;&quot; reports. For the main report, see ED508683. For the research brief, see ED508684.]
Student Mobility Research: Next Steps. Engage. Fall/Winter 2009
Author: British Columbia Council on Admissions and Transfer
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: College Transfer Students,Foreign Countries,Student Mobility,Transfer Policy,Transfer Students,Newsletters,Higher Education,Partnerships in Education,Academic Achievement

This &quot;Engage&quot; newsletter features articles on student mobility research, supporting the BC Transfer System and inter-provincial initiatives. It announces the publication of five reports profiling students who transferred to British Columbia universities in the period 2003-04 to 2007-08. These reports provide detailed demographic and performance information about students admitted as &quot;transfer students,&quot; and include some comparisons with findings from the previous five-year period. This issue also describes the British Columbia Council on Admissions and Transfer BCCAT collabortive with others across the provinces to strengthen and support inter-provincial transfer, and gives two examples of recent activities: Pan-Canadian Consortium on Admissions and Transfer (PCCAT) Initiatives and BC-Alberta Transfer Policies. Web updates are provided about (1) a one-year time limit for articulation requests; and (2) Trades Information on EducationPlanner.ca.
Marine Debris Clean-Ups as Meaningful Science Learning
Author: Stepath, Carl M.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Scientific Methodology,Scientific Principles,Inquiry,Hands on Science,Active Learning,Ecology,Conservation (Environment),Service Learning,Middle School Students,Grade 8,Secondary School Science,Marine Biology,Science Process Skills,Environmental Education,Multiple Intelligences,Science Instruction,Teaching Methods

This seven to eight week hands-on Marine Debris Clean-up Project used a service project to provide an introduction of marine science ecology, watershed interrelationships, the scientific method, and environmental stewardship to 8th grade middle school students. It utilized inquiry based learning to introduce marine debris sources and impacts to the students, while demonstrating the integration of service learning programs into meaningful learning situations. The goals of the project were to promote inquiry-based learning, address DOE [Hawaii Department of Education] science learning outcomes, improve students' caring for the environment, train students to improve their future through service learning, to develop pedagogy that engages learners in living laboratories by using preparation, action and reflection phases of instruction, and to promote university, community and K-12 cooperation. It was collaboration between the University of Hawaii Marine Option program, a local NGO, and science teachers from the Chiefess Kamakahelei Middle School, Lihue, Kauai, Hawaii, USA. Students had a chance to learn and apply the scientific method in a real world situation to improve the environment where they live. This program engaged 300 middle school students in activities designed to help them reach Hawaii Department of Education (DOE) science benchmarks, through learning natural systems, monitoring a beach, testing hypotheses, and collection and analysing data associated with a beach clean-up. This outdoor learning experience not only gave the students hands-on science experience, but also provided opportunities for students to write a final report, and give an oral presentation about what they learned. These students applied the scientific method in a real world situation, which was shown to be meaningful by helping them to improve the local environment where they live through active stewardship participation. The project demonstrated how service-learning projects are opportunities for applied science learning, which address real problems existing in the students' community and the ocean environment. As active participants the students learn to develop real life solutions using scientific principles and concepts, and improves their academic development. The project instructors observed positive change in the students' environmental knowledge and attitudes, which will lead to the students taking individual responsibility for positive long-term actions and consequences. (Contains 1 table and 6 figures.) [Support for this project was provided by the Bill Healy Foundation and SaveOurSeas.org.]
Learning Collaboratively with Web 2.0 Technologies: Putting into Action Social Constructivism
Author: Bose, Sutapa
Date: 2010-02-26
Type: Reports - Research
Subjects: Foreign Countries,Teaching Methods,Elementary Education,Telecommunications,Information Technology,Computer Mediated Communication,Constructivism (Learning),Internet,Social Networks,Sharing Behavior,Assignments,Student Attitudes,Independent Study,Cooperative Learning

In many schools of India, students of even elementary level are encouraged to use computer and the Internet for carrying out assignments independently during the summer break. This reflects the schools' efforts to use the potential of Information and communication technology (ICT) for supporting constructive learning. Technology can also address the social dimension of learning by supporting not merely cooperation but also collaboration. Unlike web 1.0, web 2.0 can facilitate collaborative content creation, thereby making learning a socially constructive process. Therefore, teachers may design learning activities for ICT mediated collaborative work. The first objective of this study was to determine whether assignments that required students to use ICT were also meant for collaborative work. The second objective was to determine whether students preferred individualized or teamwork. Descriptive method was used. Data collected with the help of questionnaire and interview from 72 students and 24 teachers of 12 schools of New Delhi were interpreted. Nonrandom sampling being the limitation of the study, generalizations will not be permitted. It was found that although learners preferred teamwork, the concept of collaborative learning was yet to be implemented by schools and a strong bias towards individualized work with web 1.0 persisted. In the light of the findings it has been suggested that students be trained in web 2.0 technologies and initiated in collaborative learning practices.
Technology Entrepreneurship Promoted by Universities' Incubation Centers in Taiwan: Its Successes and Challenges
Author: Lee, Lung-Sheng
Date: 2005-07-00
Type: Information Analyses
Subjects: Engineering Education,Technology Transfer,Engineering Technology,Engineering,Foreign Countries,Entrepreneurship,Technology Education,Higher Education,Small Businesses,Technology

Since 1996, the Small and Medium Enterprise Administration (SMEA) in Taiwan has supported various institutions to establish incubation centers (ICs) for facilitating start-ups and innovation. At present, there are 79 ICs in total and 65 (or 83%) of them are established in universities/colleges. Most ICs in the universities/colleges offering engineering education (EE) and/or engineering technology education (ETE) programs perform very well in technology entrepreneurship. Based upon literature review and the first author's practical experience of being his university's IC's former director, this paper points out its successes can be attributed as follows: (1) Employing university's core competencies, (2) Aligning with regional industry clusters (3) Focusing on emerging technologies, (4) Valuing cultivation of start-up and innovation talent, (5) Encouraging technology transfers, (6) Making collaboration and exchange between ICs. However, the ICs also face the following challenges: (1) More incentives should be offered to encourage faculty involvement; (2) Tighter links should be forged between incubation centers and venture capital firms; and (3) Technology entrepreneurship should be highly emphasized in the incubation center performance appraisal. (Contains 1 table and 1 figure.)
The Influence of a Pre-Reading Strategy on College Exam Scores:  An Action Study
Author: Womack, Sid T.
Date: 2010-03-08
Type: Reports - Research
Subjects: Action Research,Test Preparation,Educational Strategies,Achievement Gains,Teaching Methods,Instructional Effectiveness,Comparative Testing,College Students,Educational Practices,Influences,Educational Research,Achievement Tests

(Purpose) This study attempted to determine the effectiveness of an exam pre-reading strategy.  (Methodology) It is an action research study that arose from a need in a particular class. A graduate class' scores on the first exam of the semester were unusually low. An instructor implemented a pre-reading strategy to determine if the scores would improve. The strategy in question involved using a review method that allows students to read their exam in a class session prior to taking it. The study involved comparing scores from students' exam scores who had not had this strategy and students who had utilized the pre-reading strategy. (Results) Results demonstrated an increase in mean scores on the exam. Next, the instructor implemented the same strategy for the same class during a following semester to determine if similar findings would occur. All exams were given under test-secure conditions. In both cases discussed in the study, mean scores on the exams increased for students utilizing the strategy. (Conclusions) In this setting, pre-reading strategies enabled candidates to perform better on exams, therefore the pre-reading strategy has been re-instituted. (Recommendations) 1. Continue with pre-reading strategy at this university and with these courses. 2. Encourage additional research with other university faculty to determine if this technique will also enable their students to perform better on examinations. (Additional data) Contains two tables.
A Preliminary Note on Kenya Primary School Enrolment Trends over Four Decades. Create Pathways to Access. Research Monograph No. 9
Author: Somerset, Anthony
Date: 2007-06-00
Type: Reports - Research
Subjects: Foreign Countries,Access to Education,Elementary Education,Educational Policy,Enrollment Trends,Student Participation,Educational History,Females,Gender Issues,Gender Differences,Educational Trends,Trend Analysis,Elementary Schools,Dropout Rate,Academic Persistence,Males,Population Trends,Age Differences,Graduation,Grade Repetition,Equal Education

Kenya has introduced policies to promote universal primary schooling at least three times since independence. Analysis of enrolments over four decades shows how these initiatives have resulted in gains in participation which have not always been sustained. This study illuminates the dynamics of efforts to increase access to education and acts as a reminder that recent Education for All initiatives should learn from past experience if gains are to be sustained. (Contains 10 footnotes, 10 figures, and 3 tables.)
Policies on Free Primary and Secondary Education in East Africa: A Review of the Literature. Create Pathways to Access. Research Monograph No. 10
Author: Oketch, Moses O.
Date: 2007-06-00
Type: Information Analyses
Subjects: Foreign Countries,Access to Education,Literature Reviews,Elementary Secondary Education,Educational Policy,Policy Analysis,Politics of Education,Educational Philosophy,Influences,Change Strategies,Program Implementation,Outreach Programs,Equal Education,Social Change,Educational Development,Policy Formation,Educational Finance

Kenya, Tanzania and Uganda are among the countries in Sub-Saharan Africa which have recently implemented policies for free primary education, motivated in part by renewed democratic accountability following the re-emergence of multi-party politics in the 1990s. However, it is not the first time that the goal of expanding primary education has been pursued by these three neighbouring countries which have much in common. Since the 1960s, they have attempted to expand access at various levels of their education systems albeit with differences in philosophy and in both the modes and successes of implementation. All three countries continue to face the challenges of enrolling every child in school, keeping them in school and ensuring that meaningful learning occurs for all enrolled children. This paper provides an a review of the three countries' policies for expanding access to education, particularly with regard to equity and the enrolment of excluded groups since their political independence in the 1960s. It considers policies in the light of the countries' own stated goals alongside the broader international agendas set by the Millennium Development Goals and in particular, &quot;Education for All&quot;. It is concerned with the following questions: What led to those policies and how were they funded? What was the role, if any, of the international community in the formulation of those policies? What were the politics and philosophies surrounding the formulation of those policies, have the policies changed over time, and if so how and why? The paper also discusses the range of strategies for implementation adopted. Tremendous growth has occurred in access to primary education since the 1960s, not least in Kenya, Tanzania and Uganda. The challenge of providing equitable access to schooling has been addressed in a series of education drives with varying motivations, modalities and degrees of success, the most recent of which pays attention to the increasingly pressing of the transition to secondary education. The success of such policy remains to be seen but will be crucial for the widening of access to the benefits of education and to economic opportunity, particularly for those groups which history has so far excluded. (Contains 1 footnote, 2 tables, and 2 figures.)
A Review of Concepts from Policy Studies Relevant to the Analysis of EFA in Developing Countries. Create Pathways to Access. Research Monograph No. 11
Author: Lall, Marie
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Policy,Policy Analysis,Role of Education,Government School Relationship,Government Role,Elementary Secondary Education,Economic Change,Social Justice,Educational Change,Global Approach,Access to Education,Equal Education

This paper aims to give an introduction to the central concepts and the literature of Policy Studies in education. The first part of the paper addresses the questions of what policy is. How is it made and why is it relevant? It looks in particular at the role of the state and the Policy cycle framework which is an analytical tool that helps to analyse how policy is made and later implemented. The second part then focuses on the central concepts. The two main paradigms of education policy studies relate directly to these central themes. On the one hand a series of policy concepts cluster around social justice, inclusion and the fight against discrimination on the basis of race, gender and disability. On the other lie the debates raging around efficiency, effectiveness and quality of education. These include the issues of accountability and measurement of pupil achievement. The role of the market is discussed and a short section on globalisation explains how the nature of education policy is changing in light of globalisation. The last part of the paper four studies were chosen to look at how the concepts elaborated in the earlier part have been used in studies relating to EFA. The works chosen are: Myron Weiner's The Child and the State in India (1991), Operation Blackboard, Policy Implementation in Indian Elementary Education by Caroline Dyer (2000), Michael Sanderson's Education, Economic change and Society in England 1780-1870 (1991) and Social Origins of Educational Systems by Margaret Archer (1984). The paper concludes that the transferability of the concepts discussed above and their related debates to the context of EFA in developing countries require a re-contextualisation which takes into account the EFA priorities of equity and access. The basic question remains of how governments will manage to reconcile expanding the educations system and creating a true EFA system, while maintaining high levels of quality. The role of education policy analysis is key in looking at this debate from a different vantage point. (Contains 4 footnotes)