ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Alone Together: Enhancing Extensive Reading via Student-Student Cooperation in Second-Language Instruction
Author: Jacobs, George M.
Date: 2002-02-00
Type: Reports - Research
Subjects: Second Language Learning,Reading Materials,Sustained Silent Reading,Reading Programs,Teacher Education,Teaching Methods,Reading Tests,Scores,Independent Reading,Cooperative Learning,Educational Principles,Elementary School Students

Extensive reading (ER) programs involve students in silently reading large quantities of materials. These materials are usually at a level that permits students to gain at least a fair understanding of what they are reading without outside help. Such programs' benefits for first- and second-language (L1 and L2) learners are well documented (Coady, 1997; Day &amp; Bamford, 1997; Elley, 1996; Krashen, 1993; McQuillan, 1994; Nagy, Anderson, &amp; Herman, 1987; Ng, 1988, 1994; Yu, 1993, 1999; see also an annotated bibliography of works on ER in L2 contexts). Despite this strong, widely disseminated evidence supporting ER, implementation has been infrequent and often less than a complete success. Greaney (1996) notes that in many lower income countries, ER programs must grapple with such problems as lack of reading materials and inadequate preparation of teachers. However, these problems apply worldwide, even in countries which could afford large quantities of books for ER if they placed a higher priority on it. Day and Bamford (1997) suggest that the key impediment to successful ER implementation lies in a teacher-centered view of reading instruction. In this view, teaching means talking: if teachers are not talking, then they must not be earning their salaries. Extensive reading is seen as something students should be doing at home, after they have finished their homework (Tong, 2001). In contrast, Day and Bamford propose a combination of teacher-led intensive reading and large quantities of in-school and out-of-school ER. Other reasons for not using ER are of a more practical nature. Teachers often face a great deal of pressure from administrators, community members, and others to finish the syllabus--to do every single activity on every single page of the textbook or workbook. Further, ER is less easy to assess than are discrete reading skills. While the research suggests that ER is precisely the prescription for attaining high scores on reading exams, in an increasingly exam-oriented environment, a short-sighted &quot;practical&quot; view of exam preparation that has students doing large numbers of exercises that mirror exam questions often prevails. Extensive reading involves students in independent silent reading. Thus, it may seem a contradiction to talk about ER and student-student cooperation, but actually the two can come together smoothly, as is described in this article. The first section discusses the possible benefits of adding a group element to ER. The second presents cooperative learning principles that can facilitate effective group interaction to accompany ER. Section 3 provides examples of activities that blend principles of cooperative learning with ER in various student groupings.
The Case for Group Grades
Author: Jacobs, George M.
Date: 2009-11-05
Type: Journal Articles
Subjects: Group Activities,Cooperative Learning,Grading,Grades (Scholastic),Peer Relationship,Group Structure,Social Theories,Learning Motivation,Teamwork,Skill Development

It appears that the use of group activities is continuing to gain momentum in both mainstream education (Gillies, 2007) and L2 education (Jacobs &amp; Goh, 2007), based on support from theory, research and people's own experiences with groups as teachers and students. However, the use of group activities brings with it a host of questions that educationists must address. One of the most pressing of these questions asks how to grade the students who are members of the same group. Three options are to: (1) give all group members the same grade, (2) give each group member a separate grade and (3) base each member's grade on some combination of group and individual grades. Of course, another option is not to give grades for students' work in group activities. The present article briefly describes three arguments for option 1, the use of group grades: practicality, motivational power and the teaching of life skills.
The School Climate Improvement &quot;Process&quot;: Essential Elements. School Climate Brief, Number 4
Author: National School Climate Center (NSCC)
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Educational Environment,Well Being,Cooperation,Data Collection,Capacity Building,Curriculum,Instruction,Educational Improvement,School Safety,Prosocial Behavior,School Community Relationship,Democracy,Decision Making

Student learning and development are a function of both individual and systemic factors. Individual factors include students' motivation as well as their intellectual and social abilities. Systemic factors include teacher quality, administrative leadership, community engagement, and learning environments. The increasing numbers of children living in poverty and rapidly changing ethnic demographics are critical contextual factors that must be addressed in creating positive school climates for all. The National School Climate Council defines school climate as the quality and character of school life. School climate is a multidimensional concept that reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, safety, and organizational structures of a school community. School climate improvement is an intentional, strategic, collaborative, transparent, and coordinated effort to strengthen school learning environments. Democratically informed decision-making constitutes an essential foundation for the school climate improvement process. Based on members' collective experience partnering with schools, the Council defines an effective school climate improvement process as one that engages all stakeholders in six essential practices. The six essential practices and glossary of terms are presented in this brief.
Asian Americans and the Benefits of Campus Diversity: What the Research Says
Author: Park, Julie J.
Date: 2012-00-00
Type: Information Analyses
Subjects: Asian American Students,College Students,Student Diversity,Educational Benefits,Student Satisfaction,Law Schools,Medical Schools,Undergraduate Students,Longitudinal Studies,Racial Relations,Educational Research,Literature Reviews

A key argument for affirmative action is that college students benefit from engagement in a racially diverse student body. Because many students have few meaningful experiences with diversity prior to college, exposure to divergent viewpoints and perspectives is an essential part of spurring student growth and development. Engagement with diversity is also an important part of preparing students to be leaders in a diverse democracy and to participate in an increasingly competitive and global economy. However, is there evidence that Asian Americans college students themselves specifically benefit from engagement with diversity? This research brief examines the existing empirical work regarding benefits associated with diversity for Asian American college students. In this review of the literature, most of the studies referenced are empirical analyses of national, longitudinal datasets.
The Impact of Scholarships for Asian American and Pacific Islander Community College Students: Findings from an Experimental Design Study
Author: Teranishi, Robert T.
Date: 2015-10-00
Type: Reports - Research
Subjects: Asian American Students,Pacific Americans,Community Colleges,Two Year College Students,Scholarships,Program Effectiveness,Student Surveys,Student Characteristics,First Generation College Students,Student Behavior,Outcomes of Education,Academic Aspiration,Educational Experience

Extant research on scholarship programs provides foundational knowledge on student enrollment patterns, different types of programs and their students, and outcomes for scholarship recipients in different sectors of higher education. Despite this growing body of research, however, looming questions remain about the measurable impact of scholarship funding. In this study, an experimental research design was used to estimate the impact of a race-conscious scholarship program for Asian American and Pacific Islander (AAPI) students attending three Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) community colleges: City College of San Francisco, De Anza College, and South Seattle College. The primary goal was to understand the lived experiences of AAPI students attending community college and the relative impact of the funding on their educational experiences and academic achievement. Among the key findings are: (1) There is a high level of financial vulnerability among AAPI community college students; (2) AAPI community college students are more likely to work and work longer hours; (3) Work interfered with students' academic engagement; (4) AAPI community college students have a wide range of family responsibilities; and (5) AAPI community college students have a high rate of immigrant-origin backgrounds. A technical appendix is included. [This report is a publication from the Partnership for Equity in Education through Research (PEER), a collaborative effort between the National Commission on Asian American and Pacific Islander Research in Education (CARE), APIASF, and three campus partners--City College of San Francisco, De Anza College, and South Seattle College.]
Partnership for Equity in Education through Research (PEER): Findings from the First Year of Research on AANAPISIs
Author: National Commission on Asian American and Pacific Islander Research in Education (CARE)
Date: 2013-06-00
Type: Reports - Research
Subjects: Partnerships in Education,Equal Education,Educational Research,Asian American Students,Pacific Islanders,Educational Practices,Intervention,Educational Quality,Enrollment Trends,Racial Composition,Student Centered Learning,Community Involvement,Educational Policy,Financial Support,Educational Finance,Academic Degrees,Barriers,Geographic Regions,Two Year Colleges,Expenditure per Student,Teacher Role,Administrator Role,Foreign Countries,Pacific Americans

Through generous support from the Kresge Foundation, Lumina Foundation, USA Funds, and Walmart Foundation, the National Commission on Asian American and Pacific Islander Research on Education (CARE) teamed up with the Asian &amp; Pacific Islander American Scholarship Fund (APIASF) and three AANAPISI campus partners--City College of San Francisco, De Anza College, and South Seattle Community College--to create the Partnership for Equity in Education through Research (PEER). With a goal of supporting AANAPISIs to more fully realize the degree-earning potential of AAPI students, PEER involves co-investigative research with campus teams to identify promising practices, implement targeted interventions, and mobilize campus stakeholders in order to support greater institutional effectiveness. This is the first of a series of reports that share results from PEER, and focuses primarily on findings from the first year of the project. The report begins by sharing baseline information about the AANAPISI program and AANAPISI institutions nationally. It then presents findings from co-investigative inquiry activities with campus partners and discusses the extent to which being an AANAPISI improves institutional capacity to respond to the needs of AAPI students. The report concludes with a discussion about funding and the need for a greater investment in the AANAPISI program. The following are appended: (1) Analysis of AANAPISI Enrollment and Degree Attainment; (2) List of Funded, Designated, and Eligible AANAPISIs; and (3) Methodology and Data Source. [This report is a publication from the Partnership for Equity in Education through Research (PEER), a collaborative effort between the National Commission on Asian American and Pacific Islander Research in Education (CARE), Asian &amp; Pacific Islander American Scholarship Fund (APIASF), and three campus partners--City College of San Francisco, De Anza College, and South Seattle Community College.]
Ethnic and Gender Subgroup Differences in Education, Employment, and Incarceration in the Asian American and Pacific Islander Community
Author: Teranishi, Robert
Date: 2015-00-00
Type: Reports - Research
Subjects: Ethnic Groups,Pacific Islanders,Asian Americans,Males,Gender Differences,High School Graduates,Access to Education,Higher Education,Paying for College,Educational Mobility,Employment Level,Correlation,Educational Attainment,Age Differences,Violence,Victims,Institutionalized Persons,Correctional Institutions,At Risk Persons,Physical Health,Mental Health

The stratification of opportunities and disparate outcomes for Black and Latino boys and men has been well documented. However, there remains a lack of awareness about the extent to which these issues are relevant for the Asian American and Pacific Islander (AAPI) community. This brief focuses on key status and leading indicators for the mobility and life course outcomes of AAPI boys and men, demonstrating the ways in which broad sweeping generalizations about the population miss incidences of differential access to educational opportunities and significant educational challenges. This brief reports on analysis of both differences between men from different AAPI subgroups, as well as differences between men and women within AAPI subgroups. Data reveal the need for greater inclusion of the AAPI community in efforts to address the educational challenges facing all men of color.
Asian American and Native American Pacific Islander-Serving Institutions: Areas of Growth, Innovation, and Collaboration
Author: National Commission on Asian American and Pacific Islander Research in Education (CARE)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Asian Americans,Pacific Islanders,Federal Aid,Federal Programs,Grants,Higher Education,Low Income Groups,Access to Education,Success,Financial Support,Student Development,Mentors,Faculty Development,Research and Development

Asian Americans and Pacific Islanders represent the fastest growing demographic in the country today. The federal government has responded to this 21st century reality by creating the Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) federal program. This program is a competitive grant process for institutions with at least a 10% enrollment of AAPI full-time equivalent students, a minimum threshold of low-income students, and a lower than average educational and general expenditure per student. As of November 2012, there were 150 institutions that met the federal criteria for being an AANAPISI. These institutions enroll 41.2% of AAPI undergraduates nationally. Community colleges, which are a major focus of the Obama Administration, represent more than half of the institutions with the AANAPISI designation. This brief aims to raise the national visibility of the AANAPISI program and link the needs of these institutions to the hundreds of similar Minority-Serving Institutions (MSIs) across the country.
The Attitudes of Asian Americans toward Affirmative Action
Author: Teranishi, Robert
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Asian Americans,Public Opinion,Affirmative Action,College Admission,Educational Policy,Surveys

Asian Americans are increasingly a factor in the political life of the United States, which makes it important to gain an accurate rendering of their position on key social issues that impact the nation. One area where there is a lack of understanding about the position of Asian Americans is with the issue of affirmative action. The 80-20 National Education Foundation (&quot;80-20&quot;) submitted an amicus brief in the Fisher Supreme Court case on affirmative action, reporting that &quot;47,000 Asian Americans revealed overwhelming support (by a more than 52:1 ratio) within the community for race-neutral, merit-based college admission policies&quot; (p. 2). However, this is a significant difference from any other poll on Asian Americans' attitudes toward affirmative action. This brief examines existing research on the attitudes of Asian Americans regarding affirmative action and compares these results to the poll conducted by 80-20.
Do Asian Americans Benefit from Race-Blind College Admissions Policies?
Author: Poon, OiYan A.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Asian American Students,College Freshmen,College Admission,Affirmative Action,Court Litigation,Racial Discrimination,Enrollment Trends,Educational Policy,Program Implementation,State Legislation,State Universities,Undergraduate Students,Enrollment Rate

Opponents of affirmative action in the Fisher Supreme Court case claim that race-conscious admissions policies discriminate against Asian American applicants and impose a &quot;higher bar&quot; in college admissions than for other students. In their amicus brief supporting the plaintiff in the Fisher case, 80-20 states that, &quot;Asian American enrollment rises dramatically when race-conscious admission standards are eliminated. When Californians ratified California Constitution art. I, § 31 (&quot;Proposition 209&quot;), barring all invidious racial discrimination in college admissions, [University of California] Berkeley saw Asian freshman enrollment rise from 37.3 percent in 1995, to 43.57 percent in 2000, to 46.59 percent by 2005.&quot; Like 80-20, the Asian American Legal Foundation (AALF) also presents undergraduate enrollment data at California public universities as evidence that Asian Americans benefited from race-blind policies in their amicus brief. This research brief evaluates the claim that Proposition 209 caused an increase in Asian American enrollment numbers in the University of California (UC). An analysis of empirical data indicates there was no direct causal relationship between increased Asian American enrollment numbers in the UC and the implementation of race-blind admissions policies in 1998.
Measuring the Impact of MSI-Funded Programs on Student Success: Findings from the Evaluation of Asian American and Native American Pacific Islander-Serving Institutions
Author: Teranishi, Robert
Date: 2014-04-00
Type: Reports - Research
Subjects: Program Effectiveness,Asian American Students,American Indian Students,Pacific Americans,Community Colleges,Longitudinal Studies,Federal Aid,College Programs,Academic Persistence,Educational Attainment,Transfer Programs,Low Income Students,Inquiry,Capacity Building,Two Year College Students

This report shares findings from a three-year longitudinal study of three Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs)--one of the newest minority serving institution (MSI) designations--and provides evidence for the impact of federally-funded campus programs on persistence, degree attainment, and transfer to four-year institutions for low-income Asian American and Pacific Islander (AAPI) students. The three community colleges in this study include: (1) De Anza College; (2) City College of San Francisco; and (3) South Seattle Community College. This report demonstrates the important role of inquiry in enhancing the capacity-building efforts of institutions that serve disproportionately high concentrations of low-income minority students. For each campus, the impact of grant-funded programs that were either new or modified interventions were studied with explicit goals to address challenges that the campuses identified as barriers to student success. The study utilized a research design that compared AAPI students in AANAPISI-funded programs (participant) to a comparable group of AAPI students who did not participate in the AANAPISI-funded program (comparison group). The analysis was based on cross-sectional and longitudinal cohort data that contain information on student demographics, course-taking behavior, and course outcomes. The metrics for evaluating student outcomes were aligned with the stated goals of each program's intervention: (1) Short-Term Outcomes: transition from developmental to college level courses, credit accumulation, and course performance (i.e., grade point average); and (2) Long-Term Outcomes: persistence from one academic term to the next, degree attainment, and transfer from two- to four-year institutions. The report builds on the assessment's findings to provide projections for how the program can have a larger campus-wide impact on student outcomes if brought to scale and includes a set of recommendations for practitioners and policymakers. A technical appendix is included. [This report is a publication from the Partnership for Equity in Education through Research (PEER), a collaborative effort between the National Commission on Asian American and Pacific Islander Research in Education (CARE), Asian &amp; Pacific Islander American Scholarship Fund (APIASF), and three campus partners--City College of San Francisco, De Anza College, and South Seattle Community College.]
More Information, More Informed Decisions: Why Test-Optional Policies Do &quot;Not&quot; Benefit Institutions or Students. ACT Insights in Education &amp; Work
Author: Mattern, Krista
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Policy,Student Diversity,College Admission,Scores,Predictor Variables,College Students,Test Bias,Minority Group Students,At Risk Students,Enrollment Trends,College Entrance Examinations,Grade Point Average,High School Students,College Readiness,Racial Differences,Ethnic Groups,Socioeconomic Status,Gender Differences,Family Income,Parent Background,Educational Attainment

In this research report, we review commonly held beliefs about test-optional policies and practices. Focusing solely on empirical evidence, we highlight research findings that directly address the state intentions and actual outcomes of such practices. Throughout the paper, we raise concerns with test-optional policies as they pertain both to institutions as well as the students they serve. We conclude with recommendations that colleges and universities employ holistic models of education readiness and success, supported by the notion that more information about students is better than less. [For the Technical Brief to this report, &quot;More Information, More Informed Decisions: Why Test-Optional Policies Do &quot;Not&quot; Benefit Institutions or Students. Technical Brief,&quot; see ED573718.]
More Information, More Informed Decisions: Why Test-Optional Policies Do &quot;Not&quot; Benefit Institutions or Students. Technical Brief
Author: Mattern, Krista
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Educational Policy,Student Diversity,College Admission,Scores,Predictor Variables,College Students,Test Bias,Minority Group Students,At Risk Students,Enrollment Trends,College Entrance Examinations,Grade Point Average,High School Students,College Readiness,Racial Differences,Ethnic Groups,Socioeconomic Status,Gender Differences,Family Income,Parent Background,Educational Attainment

In this technical brief, the authors summarize empirical evidence from their full report comparing the stated intentions and actual outcomes of test-optional practices. An overview of five commonly stated assertions of test-optional practices along with empirical evidence that contradicts these assertions is provided in this brief. [For the full report, &quot;More Information, More Informed Decisions: Why Test-Optional Policies Do &quot;Not&quot; Benefit Institutions or Students. ACT Insights in Education &amp; Work,&quot; see ED573717.]