ethanporcaro/eric-fulltext-meta huggingface dataset:
The Longitudinal Development of Grammatical Complexity at the Phrasal and Clausal Levels in Spoken and Written Responses to the &quot;TOEFL iBT&quot;® Test. Research Report. ETS RR-19-45
Author: Gray, Bethany
Date: 2019-12-00
Type: Journal Articles
Subjects: Grammar,Computer Assisted Testing,Phrase Structure,Language Proficiency,English (Second Language),Language Tests,Second Language Learning,Longitudinal Studies,Computational Linguistics,Oral Language,Writing Tests,Language Styles,Task Analysis,Language Usage,Scores,Discourse Analysis,Foreign Countries,Form Classes (Languages),Language Patterns,Learning Processes

In the present study, we take a longitudinal, corpus-based perspective to investigate short-term (over 9 months) linguistic change in the language produced for the spoken and written sections of the &quot;TOEFL iBT&quot;® test by a group of English-as-a-foreign-language (EFL) learners in China. The goal of the study is to identify patterns that characterize the trajectory that language learners move through in terms of their use of phrasal and clausal grammatical complexity, as mediated by mode (spoken and written) and task type (independent and integrated). Results of a multidimensional analysis reveal that in many cases, learners developed in expected ways: discourse styles at Time 1 were not always aligned with mode- and task type-specific discourse patterns but developed over time, with discourse styles at Time 2 better approximating expected norms and exhibiting increased task differentiation. These changes were particularly noteworthy for Dimension 1, which is related to phrasal and clausal complexity. Results of a developmental complexity analysis revealed more mixed results, seeming to indicate that the relatively low-proficiency learners represented by the longitudinal corpus may just be beginning on the hypothesized paths of development. The most important developments occurred for independent writing, in which students exhibited increases in the frequency of phrasal features, as well as functional expansion in the use of a range of complexity features.
The Measure Matters: Examining Achievement Gaps on Cognitively Demanding Reading and Mathematics Assessments. Policy Information Report and ETS Research Report Series No. RR-19-43
Author: Kevelson, Marisol J. C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Differences,Achievement Gap,White Students,African American Students,Hispanic American Students,Reading Achievement,Mathematics Achievement,Reading Tests,Mathematics Tests,Difficulty Level,Standardized Tests,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Achievement Tests,Socioeconomic Influences,Family Income,Test Format,Test Items,Student Characteristics

This study presents estimates of Black-White, Hispanic-White, and income achievement gaps using data from two different types of reading and mathematics assessments: constructed-response assessments that were likely more cognitively demanding and state achievement tests that were likely less cognitively demanding (i.e., composed solely or largely of multiple-choice items). Specifically, the study utilized multilevel modeling of data from over 25,000 fourth- through eighth-grade students participating in the 6-state Measures of Effective Teaching (MET) study of 2009-2010, including data from the state reading and mathematics achievement tests used in MET districts at that time and data from the Stanford Achievement Test Open-Ended Reading Assessment (SAT-9OE) and the Balanced Assessment of Mathematics (BAM). The latter two assessments, consisting entirely of constructed-response items, were selected by MET researchers to assess learning outcomes, such as those included in the Common Core State Standards, deemed more cognitively complex than those assessed by state achievement tests at the time. The investigator found that estimated Black-White, Hispanic-White, and income achievement gaps were smaller on the SAT-9OE than on state reading assessments, before accounting for other relevant factors. Estimates of Black-White and Hispanic-White mathematics achievement gaps were slightly larger using BAM data, whereas the estimated income achievement gap was slightly smaller using BAM data. In later models, prior student academic achievement and average student subject-specific prior achievement accounted for portions of these estimated achievement gaps.
Using the Occupational Network Database to Assess and Improve English Language Communication for the Workplace. Research Report. ETS RR-19-28
Author: Oliveri, María Elena
Date: 2019-12-00
Type: Journal Articles
Subjects: Work Environment,English (Second Language),Second Language Learning,Second Language Instruction,Employment Opportunities,Language Proficiency,Communication Skills,Employer Attitudes,Labor Force Development,Interpersonal Communication,Telecommunications,Electronic Mail,Writing Skills,Oral Language,Occupations,Educational Attainment,Higher Education,Questionnaires,Language Skills,Business English

For native and nonnative English speakers, employment increasingly requires proficiency in communication, given its critical role in employees' ability to successfully carry out work-related activities. Although communicating competently is important for employability, survey findings have suggested that employers believe that colleges are not teaching communication skills sufficiently and are not preparing students adequately for success in their future workplaces. To better inform student preparation and workforce readiness in the United States, we examine (a) which communication skills and language abilities matter more for employment performance and (b) how frequently communicative activities (e.g., face-to-face, telephone, e-mail) occur across job zones. To address these objectives, we analyzed data from the U.S. Department of Labor Occupational Network (O*NET) database, which houses data on the skills and abilities employees need for successful employment and the skills employers search for in employees and which serves as an extensive resource to inform job analysis. We found differences regarding which communication skills matter by job zone. There was agreement across job zones regarding the importance of oral comprehension. On average, respondents across job zones agreed that it matters for more than 70% of jobs. In contrast, writing matters for more than 70% of jobs only in Job Zone 5 (i.e., occupations requiring more than a bachelor's degree). Study implications suggest that improved training and assessment of workplace English communication skills requires providing learners with opportunities to practice the tasks and types of communication targeted to their job zones.
Guatemalan Ixil Community Teacher Perspectives of Language Revitalization and Mother Tongue-Based Intercultural Bilingual Education
Author: Dalton, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Maintenance,Native Language Instruction,American Indian Languages,Case Studies,Language Attitudes,Educational Benefits,Foreign Countries,Death,Power Structure,Elementary School Teachers,Best Practices,Administrator Attitudes,Teacher Role,Grounded Theory,Literacy,Bilingual Education,Teaching Methods,Cultural Awareness,Language Minorities,Civil Rights

Recent scholarship indicates several benefits of mother tongue education (MTE) in supporting student learning. Within one Mayan community in Guatemala, Ixil is the mother tongue spoken at home and faces extinction due to Indigenous oppression and genocide. This qualitative case study highlights efforts of 13 teachers and administrators at one primary school that took up the dual task of offering MTE and revitalizing the Ixil language. In order to gain a better understanding of Indigenous teachers' perceptions of language, culture, and MTE, this research was guided by the following questions: (1) How do teachers perceive their own understanding of attitudes and beliefs about language and culture? (2) How do they perceive their role in MTE and language revitalization? (3) Are teachers critical in their understanding of the importance of language revitalization and best practices for language pedagogy? Data was collected via site observations and surveys, then analyzed using constant comparative analysis. Themes that emerged included how teachers perceive their language revitalization and MTE agentive roles; how agency is expressed through the process of negotiating language and understanding through literacy; and addressing local priorities. Implications of the study and for future study are discussed.
Seismic Aftershocks and Language Policy in Oaxaca, Mexico: A Collaborative Account of Resolve and Resistance in Teachers&apos; Defense and Use of Original Languages
Author: Gutiérrez Luís, Beatriz
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,American Indian Languages,American Indians,Teacher Attitudes,Language Usage,American Indian Culture,Natural Disasters,Educational Change,Rural Schools,School Closing,Political Attitudes,Case Studies,Teacher Collaboration,International Cooperation,Federal Government,State Government,Teacher Education,Civil Rights,Elections,Presidents,Bilingual Schools,Preschools,Spanish,Native Language Instruction,American Indian Students,Mexicans

Since 2013, Oaxacan Indigenous educators have experienced &quot;seismic aftershocks&quot; from three tumultuous developments: the massive 8.2 earthquake in September 2017 along Oaxaca´s Pacific coast, immediately followed by other earthquakes and continuing tremors; homogenizing federal education reforms imposed since 2013, including the projected closure of 100,000 rural schools and elimination of pedagogical preparation for teAmerican achers; and the surprise election of Andrés Manuel López Obrador, called the first leftist Mexican president in decades. In this article, Indigenous teachers and their U.S. colleague collaboratively narrate and analyze two case studies of efforts in specific Oaxacan schools to defend and promote original language use and Indigenous pride, despite earthquake damage to school structures and repression and political abandonment by federal and state governments. A final reflection by a Native American educator places the Oaxacan findings into the wider context of defense of Indigenous rights in the face of cultural and linguistic genocide.
The Peace Dividend of Valuing Non-Dominant Languages in Language-in-Education Policies in Myanmar
Author: Wong, Mary Shepard
Date: 2019-00-00
Type: Journal Articles
Subjects: Peace,Language Planning,Language Minorities,Foreign Countries,Social Integration,Multilingualism,Conflict,Political Attitudes,Educational Change,Advocacy,Sino Tibetan Languages,Language of Instruction,English (Second Language),Second Language Learning,Educational Policy,Disadvantaged

This article is a literature review and analysis of the links between social cohesion/peacebuilding and the use of Non-Dominant Languages (NDLs) in education with an application for Myanmar, a country rich in linguistic diversity, rife with political conflict, and in the midst educational reforms. Findings indicate that investment in multilingual education (MLE) has the potential to enhance learning and foster peacebuilding. This paper provides a description of an adapted &quot;4R&quot; theoretical framework (Novelli &amp; Sayed, 2016) and a summary of educational reforms in Myanmar to contextualize the discussion. The paper argues that the double threat to the NDLs that comes from Burmese and/or English as the medium of instruction can endanger minority languages, learning, and peacebuilding. Finally, findings suggest that engaging in dialogue, research, advocacy and teacher development in MLE can raise awareness of the peace dividend of valuing language diversity and the importance of language policies vis-à-vis learning and peacebuilding.
Language Nests on the Move: The Case of Võro Pre-Primary Education in Estonia
Author: Brown, Kara D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Maintenance,Foreign Countries,Networks,Language Research,Social Change,Early Childhood Education,Grammar,Global Approach,Language Planning,Child Care Centers,Language Minorities,Preschool Children,Language of Instruction,Finno Ugric Languages,Malayo Polynesian Languages

This article considers the circuitous route of knowledge exchange from South (New Zealand)-to North (Finland)-to regional South (Estonia) by examining the development of Võro language nests (&quot;keelepesä&quot;) in Estonia. Language nests reflect the global nature of educational knowledge exchange as well as the importance of networks of language-researchers and activists in this policy inspiration. Estonia is a fascinating case for understanding the international spread and local development of the language-nest approach in a post-Socialist context. The authors draw on concepts of policy borrowing and diffusion and the &quot;grammar of schooling&quot; to explore the spread of the language nest approach and its appropriation in Estonia. In particular, the article explores (1) the ways the language nest strategy emerged as an approach to early childhood language learning that &quot;stuck&quot; in Estonia, and (2) the factors that facilitated and frustrated the adoption and adaptation of the language nest in southeastern Estonia. The authors conclude that the take-up of this global approach to non-dominant language preservation in Estonia offers key lessons about local adaptation, including the possibility of borrowing, and the limits of program dispersion globally.
Playing Every Day on &quot;Sesame Street&quot;: Global Learnings from a Play-Based Pilot Intervention in India, Mexico, and South Africa
Author: Foulds, Kim
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Cross Cultural Studies,Transformative Learning,Urban Areas,Teaching Methods,Foreign Countries,Caregiver Attitudes,Child Caregivers,Play,Learning Processes,Child Development,Best Practices,Educational Principles,Needs Assessment,Educational Resources,Barriers,Workshops,Learning Activities,Scaffolding (Teaching Technique),Early Childhood Education,Preschool Children

Research has shown that playful learning helps foster the development of young children. Adult guidance of this play in meaningful ways can unlock the transformative power of education. Lack of knowledge about guided play, however, often leads to children growing up without opportunities to learn through play. Considering this, the authors analyze findings from the pilot phases of Play Every Day, an intervention based in urban communities in India, Mexico, and South Africa. This program is designed to shift the perceptions of care givers about play and its relationship to child development and to allow them to guide children in learning through play. The authors describe the program's intent to contribute to global knowledge of best practices for promoting playful learning. They discuss developing a global framework and contextualizing its delivery to empower care givers as ambassadors of learning through play in young children's lives.
&quot;Sesame Street&quot; and Learning through Play: An Interview with Rosemarie T. Truglio
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Learning Processes,Workshops,Interdisciplinary Approach,Programming (Broadcast),Television,Curriculum Development,Problem Solving,Journal Articles,Interviews,Child Development,Early Childhood Education

Rosemarie T. Truglio is the senior vice president of curriculum and content at Sesame Workshop, where she is responsible for the development of the interdisciplinary curriculum on which &quot;Sesame Street&quot; is based, and oversees content development across platforms such as television, publishing, toys, home video, and theme park activities. She also oversees the curriculum development for all new show production, including &quot;Esme and Roy,&quot; a series about learning through play, airing on HBO and PBS, and two shows on Apple TV's &quot;Ghostwriter,&quot; a reimagined version of a workshop series with a literature focus from the 1990s and &quot;Helpsters,&quot; whose characters love to solve problems using fundamental coding skills. Before joining Sesame Workshop in 1997, Truglio was an Assistant Professor of Communication and Education at Teachers College, Columbia University. In addition to numerous articles in child and developmental psychology journals, she is the author of &quot;Ready for School! A Parent's Guide to Playful Learning for Children Ages 2 to 5&quot; (2019) and coeditor of &quot;G is for Growing: Thirty Years of Research on Children and 'Sesame Street'&quot; (2001). She currently serves on the advisory boards of the &quot;Child Trends News Service&quot;; Read Alliance; The Ultimate Block Party; and The Toy Association Diversity and Inclusion Committee. She previously served on the National Advisory Child Health and Human Development Council (NICHD), the LEGO Foundation Research and Innovation Network, and the PBS KIDS Next Generation Media, among others. She received distinguished alumni awards from Douglass College (2005), University of Kansas (2013), Rutgers University (2014), and the University of Kansas Women's Hall of Fame (2015).
Making Play Smarter, Stronger, and Kinder: Lessons from Tools of the Mind
Author: Bodrova, Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Play,Child Development,Imagination,Skill Development,Childrens Television,Early Childhood Education,Executive Function,Self Control,Preschool Children,Kindergarten,Thinking Skills,Abstract Reasoning,Emotional Response,Student Needs,Teaching Methods

Although most early-childhood educators agree on the value of play in child development, they find it increasingly harder to advocate for play given today's pressure for academic achievement. Using the theoretical work of Lev Vygotsky, the authors discuss how make-believe play among children helps them develop skills critical for success in school and beyond. They discuss the strategies of the Tools of the Mind curriculum that scaffold mature make-believe play, and they demonstrate how &quot;Sesame Street&quot; and &quot;Esme and Roy,&quot; shows from Sesame Workshop, help parents and teachers use these strategies with children.
Play in a Digital World: How Interactive Digital Games Shape the Lives of Children
Author: Flynn, Rachel M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Video Games,Play,Young Children,Child Development,Interaction,Computer Games,Childrens Television,Curriculum,Life Style,Physical Activities,Prosocial Behavior,Interpersonal Competence

The authors discuss the impact of interactive digital games on the lives and the play of young children in terms of &quot;Sesame Street&quot;'s express mission to help children become smarter, stronger, and kinder. They conclude that such games have much the same effect as other types of play and call for more research to help use it.
Digital Technologies in Education: Problems and Prospects for &quot;Moscow Electronic School&quot; Project Implementation
Author: Frolova, Elena V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Program Implementation,Barriers,Educational Benefits,Learning Processes,Teacher Attitudes,Program Descriptions,Risk,Intellectual Property,Teacher Motivation,Teaching Methods,Prediction,Educational Quality,Best Practices,Trust (Psychology),Foreign Countries,Computer Software,Diaries,Telecommunications,Handheld Devices,Computer Networks,Laptop Computers,Instructional Effectiveness

The dynamic development of information and communication technologies, the strengthening of the public demand for digitalization of various spheres of life, orient the Moscow education system towards the active introduction of digital technologies and high-tech educational environment development. The purpose of this article is to analyze the advantages and problems of the Moscow Electronic School project implementation, the resources and limitations of digital technology introduction into the learning process of schoolchildren. The main research methods were questionnaires and in-depth interviews with teachers in Moscow schools during the classes teaching electronic skills. The questionnaires were conducted before and after the training process, which made it possible to evaluate its effectiveness, analyze the attitude of teachers to the Moscow Electronic School project, and the readiness to digital technology introduction. The study identified the problems associated with excessive control over the practices of digital technology use in the teacher's work, which leads to negative consequences: social tension, imitation of activity. The electronic educational environment is perceived as a space with a low level of security, the risks of losing copyright on intellectual activity results. Dysfunctions were revealed in the motivation system, orienting teachers towards the introduction of digital technologies: hard-to-predict performance, distortion of quality assessment criteria, and manipulation possibilities. The advantages of digital technology introduction in the framework of the Moscow Electronic School project include the following: improvement of material and technical support quality for schools, visualization of educational materials, the ability to exchange experiences and gain access to best teaching practices. The key limitations of digital technology introduction are the imperfection of the material and technological base, the dysfunctions in the system of control and motivation of teachers, the low level of educational content moderation, their incomplete compliance with the requirements of teachers, lack of digital trust and legal guarantees.
A New Approach for Assessing Teachers&apos; Teaching Methods Used in Lessons: Game Theoretic Analysis
Author: Göktepe Yildiz, Sevda
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Game Theory,Direct Instruction,Problem Based Learning,Problem Solving,Educational Benefits,Learning Processes,Middle School Teachers,High School Teachers

The choice of instructional strategies, methods and techniques used by teachers is important in terms of establishing an effective learning environment. The purpose of this study is to examine the most common methods teachers use in their lessons and the factors that influence their choice of methods by using game theory. Game theory has different applications such as social sciences, politics and economics. A questionnaire is prepared by the researchers in this study, which is conducted with forty-seven teachers working in different branches and at different levels. The two most preferred teaching methods are considered to be players: direct instruction and problem solving method. The characteristics of these methods are compared with game theoretic approach according to the survey results. Two separate game problems are revealed in the study. The first game problem is a zero-sum game representing the state of the two teaching methods, which are considered as rival to each other. With the non-zero-sum game, the characteristics of both teaching methods are analyzed. According to results, direct instruction method is superior in terms of usage properties in accordance with problem solving method. The advantages and disadvantages of the two teaching methods are discussed for further research.