ethanporcaro/eric-fulltext-meta huggingface dataset:
Recent Developments in Prior Learning. Recognition of Prior Learning in the 21st Century
Author: Uranis, Julie
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Prior Learning,Recognition (Achievement),Equal Education,Labor Force Development,Education Work Relationship,Higher Education,College Students,Adult Students,School Business Relationship,Partnerships in Education,Credentials,Apprenticeships,White Collar Occupations

This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. This brief explores the relationship between recognition of prior learning (RPL) and employers as more employers look for ways to reskill existing employees in a rapidly changing labor market. Because such relationships are still fairly new and vary considerably, case studies are used to highlight both promising practices in RPL associated with employers as well as challenges to such relationships. The brief re-evaluates the micro-level data through the lens of professional, continuing, and online (PCO) education; employer partnerships; and workforce development. Key highlights include: (1) As higher education costs soar and employers clamor for skilled workers, recognizing and articulating college-level learning achieved outside the traditional education system is a critical component of educational change policy narratives; (2) The recognition of prior learning (RPL) is experiencing a renaissance as many employers, employees, alternative providers, and institutions of higher education work together to document and assess non-classroom learning; and (3) Workers who potentially have the most to gain by achieving a college-level credential are disproportionately non-white and are also potentially the least likely to benefit from RPL. This raises troubling questions about equity of RPL, and whether expansion of RPL strategies may only serve to further existing inequities.
The Time Is Now: COVID-19 and Fair Funding
Author: Grech, Mary
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Finance,Educational Equity (Finance),Equal Education,Investment,Public Education,Budgets,Retrenchment,State Aid,Accountability,Economically Disadvantaged,Low Income Students,Expenditure per Student,Resource Allocation,Achievement Gap

In the wake of the COVID-19 pandemic, Michigan families and educators are worried about their students' unfinished learning, while state- and district-level leaders face unprecedented decisions to safely prepare for the fall and address the potentially devastating impact of the public health and economic crises on education. Tragically, Michigan is already among the worst states in the country for equitable funding. For the future prosperity of Michigan and the success of students, Michigan must commit to becoming a more equitable education state, rather than worsening the gaps between Michigan's rich and poor districts --and further limiting opportunities for the most vulnerable children. This report lays out how Michigan can do that in three key ways: (1) Prioritize investment in public education over other areas of the budget, including by reversing decisions to divert money from the School Aid Fund; (2) Protect funding for vulnerable students, including by ensuring any state budget cuts, if necessary, are done fairly and equitably; and (3) Ensure transparency and accountability by making a real commitment to have dollars reach the children for whom they are intended.
Seen, Heard, Reflected: Building and Sustaining a Diverse STEM Teacher Pipeline
Author: Ridley-Kerr, Abby
Date: 2020-11-00
Type: Reports - Research
Subjects: STEM Education,Public School Teachers,Teacher Shortage,Minority Group Teachers,Preservice Teacher Education,Diversity (Faculty),Mathematics Teachers,Science Teachers,Teacher Education Programs,Elementary Secondary Education

California is a leader in technological innovation and is known across the world for putting forward bold, creative solutions in science, technology, engineering, and math (STEM). Currently, that reputation falls short in California's public education system: Too few students in pre-K through high school classrooms have access to STEM learning opportunities and well-prepared STEM teachers that reflect the diversity of the state. In 2015, Education Trust-West investigated the shortage of STEM teachers in California's schools in the report, &quot;The STEM Teacher Drought: Cracks and Disparities in California's Math and Science Teacher Pipeline&quot; (ED570143). It was found that the STEM teacher shortage had a disparate impact on California's students of color and identified school districts with innovative solutions for retaining teachers of color. This report builds on &quot;The STEM Teacher Drought,&quot; and looks at teacher supply through the lens of teacher preparation programs, shining a light on the barriers that teachers of color face before they even enter the classroom. The authors begin by looking at the current state of the STEM teacher pipeline, then present promising practices across teacher preparation programs that are strengthening the STEM teacher of color pipeline. To better understand the current state of the STEM teacher pipeline and its impact on students, the authors analyzed quantitative data to answer the following questions: (1) Is there a shortage of STEM teachers in California?; and (2) Is the STEM teacher workforce reflective of the racial and cultural diversity of the state? From there, the authors set out to learn from and highlight programs that create and sustain strong pathways for STEM teachers of color -- specifically mathematics and science teachers with single subject credentials. The qualitative research questions centered on two main themes: (1) How are preparation programs creating and sustaining STEM pipelines for teachers of color?; and (2) What practices are emerging from those programs that help to strengthen the STEM teacher of color pipeline? The authors end with recommendations for state policymakers and teacher preparation programs to consider in cultivating a STEM teacher workforce that is reflective of California's students.
Teaching and Social Presence in Online Foreign Language Teaching
Author: Puranen, Pasi
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Teacher Student Relationship,Online Courses,Educational Environment,Foreign Countries,Student Attitudes,Learner Engagement,Student Behavior,Second Language Instruction,Secondary School Teachers,College Faculty,Vocational Education Teachers,Teacher Attitudes,Feedback (Response),Technology Uses in Education

This paper examines and reports on ways of promoting teaching presence in foreign language online learning environments in Finland and Spain. 'Teaching presence' refers to all the tools and resources teachers use during online courses to deliver teaching, guidance and feedback, or situations in which they are present for their students. A qualitative approach was adopted, and data were collated from questionnaires completed by 34 teachers and 16 students involved in different online language courses at different educational levels. The aim was to examine (1) the extent to which students' views on feedback and teaching presence in online courses differ from those of teachers, and (2) the impact teaching presence has on student engagement and behaviour in online courses. Based on the polling data, both teachers and students find student engagement to be significant in fostering learning in an online environment. Students tend to be generally satisfied with teacher feedback. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
From Self-Study to Studying the Self: A Collaborative Autoethnography of Language Educators as Informal Language Learners
Author: Alm, Antonie
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Ethnography,Self Concept,Second Language Learning,Second Language Instruction,Correlation,Computer Assisted Instruction,Independent Study,Teaching Methods,Teacher Collaboration,Schemata (Cognition),Learning Experience,Teacher Attitudes,Multilingualism,Informal Education,Language Teachers,English (Second Language),German,Foreign Countries,French,Italian,Spanish,Japanese,Films,Programming (Broadcast)

This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
e-Tandem Jitters: A Study of Online Learners&apos; Foreign Language Anxiety
Author: Appel, Christine
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Instruction,Anxiety,Student Attitudes,Electronic Learning,Educational Technology,Telecommunications,Adult Learning,Spanish,Foreign Countries,Gender Differences,Correlation,Predictor Variables,Cooperative Learning

Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners' emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, &amp; Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a telecollaborative Foreign Language Learning (FLL) practice. e-Tandem has a vast potential to foster learners' FL skills (Cziko, 2013), although it might trigger learners' FLA as well. Since little research has been carried out, hitherto, on FLA in e-tandem learners, this investigation aims to gain new insights into this topic. First, we want to analyze the appropriateness of the Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, &amp; Cope, 1986) to assess e-tandem learners' FLA. Second, we want to observe to what extent e-tandem contributes to reduce learners' FLA over time. Descriptive statistics are carried out and results are discussed. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Can Web Series Improve Language Learning? A Preliminary Discussion
Author: Sbardella, Talia
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Italian,Second Language Instruction,Online Courses,College Second Language Programs,Video Technology,Educational Television,Foreign Countries

The use of innovative language in education is a current and pressing issue in a digital landscape where knowledge and skills are acquired in much more complex and fragmented ways than in the past (Di Blas, 2016; Selvaggi, Sicignano, &amp; Vollono, 2007). We are experiencing a lot of interest in flipped classrooms, interactive learning environments and serious games, MOOCs platforms, and e-learning projects, which universities are increasingly adopting. The web series is a highly effective format, characterized by short episodes that can also be enjoyed individually, low budget, and a serialized and therefore potentially engaging narrative identity, and is particularly suitable for use on digital platforms. The aim of this paper is to preliminarily present the expected benefits of an interactive web series made by the University for Foreigners of Perugia for a B1 online Italian Language course, before deeper investigation of their suitability for language learning. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
The Impact of Using AI and VR with Blended Learning on English as a Foreign Language Teaching
Author: Obari, Hiroyuki
Date: 2020-12-14
Type: Reports - Research
Subjects: Artificial Intelligence,Computer Simulation,Audio Equipment,Handheld Devices,Blended Learning,Technology Integration,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Native Speakers,Japanese,Language Skills,Undergraduate Students,Language Tests,Foreign Countries

This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
An Exploratory Analysis of the Impact of Learners&apos; First Language on Vocabulary Recall Using Immersive Technologies
Author: Papin, Kevin
Date: 2020-12-14
Type: Reports - Evaluative
Subjects: Native Language,Native Speakers,Chinese,English,French,Second Language Learning,Vocabulary Development,Recall (Psychology),Technology Integration,Computer Simulation,Pictorial Stimuli,Foreign Students,College Students,Foreign Countries

This exploratory post-hoc analysis examined the impact of learners' first language (L1) on learning vocabulary annotated in immersive 360º pictures. This analysis is a part of a larger, between-subjects study (Papin &amp; Kaplan-Rakowski, 2020) in which learners (N=63) of French as a second language (L2) studied vocabulary annotated in (1) Two-Dimensional (2D) pictures viewed on a desktop monitor, (2) 360º pictures viewed on a desktop monitor, and (3) 360º pictures viewed using a Virtual Reality (VR) headset. A multiple regression linear model revealed that native speakers of English benefited significantly more from immersive technologies compared with L1 Chinese speakers. When low-immersion and high-immersion technologies were used, Chinese L1 speakers were significantly disadvantaged by high-immersion VR. This study has implications in the field of L2 vocabulary research and learning materials design. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Finnish Students&apos; Perceptions of Key Elements in Effective Online Language Courses: Insights from the KiVAKO Project
Author: Korkealehto, Kirsi
Date: 2020-12-14
Type: Reports - Research
Subjects: Student Attitudes,College Students,Online Courses,Second Language Instruction,Second Language Learning,Instructional Design,Instructional Effectiveness,Instructional Materials,Alignment (Education),Job Skills,Education Work Relationship,National Programs,Foreign Countries

This study explored Finnish students' perceptions of online language courses with the KiVAKO project (KiVAKO is an acronym in Finnish meaning strengthening the language capital at higher education institutions). The aim was to identify and make visible the aspects that need to be taken into account in designing an effective online language course. The research context included eight pilot courses created and implemented within the framework of the KiVAKO project, which seeks to develop a nationwide online language course offering. Language instruction is offered in Chinese, Estonian, Finnish Sign Language, French, German, Italian, Japanese, Korean, Portuguese, Russian, and Spanish on Common European Framework of Reference (CEFR) levels A1-C1. The research data consisted of responses to a post-course online questionnaire. The data were analysed according to a qualitative content analysis method. The findings indicate that clearly structured course design, relevant learning materials, appropriate teacher activities, and aligned assignments enhanced the students' positive learning experiences. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Arkansas Better Chance (ABC) Program Longitudinal Study (2009-2017)
Author: Argue, Sarah E.
Date: 2018-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Elementary School Students,Middle School Students,Preschool Children,Lunch Programs,Public Schools,Kindergarten,School Readiness,Low Achievement,Reading Achievement,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Gender Differences,Racial Differences,Science Achievement,Academic Persistence,Grade 7,Low Income Students,At Risk Students,Standardized Tests

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in Arkansas public schools for all years associated with their testing data. Students included in the district level study received free lunch in Kindergarten and were enrolled in an Arkansas public school at the time of testing. We found that the Arkansas Better Chance program has statistically significant and meaningful impacts on children's late elementary assessment outcomes.
Arkansas Better Chance (ABC) Program Longitudinal Study (2009-2018)
Author: Argue, Sarah E.
Date: 2019-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Elementary School Students,Middle School Students,Preschool Children,Lunch Programs,Public Schools,Kindergarten,School Readiness,Low Achievement,Reading Achievement,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Gender Differences,Racial Differences,Science Achievement,Academic Persistence,Grade 7,Low Income Students,At Risk Students,Standardized Tests,Grade 8

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in Arkansas public schools for all years associated with their testing data. Students included in the district level study received free lunch in Kindergarten and were enrolled in an Arkansas public school at the time of testing. We found that the Arkansas Better Chance program has statistically significant and meaningful impacts on children's late elementary assessment outcomes. [For &quot;Arkansas Better Chance (ABC) Program Longitudinal Study (2009-2017),&quot; see ED611080.]
Intelligent Assistants in Language Learning: An Analysis of Features and Limitations
Author: Kukulska-Hulme, Agnes
Date: 2020-12-14
Type: Reports - Research
Subjects: Artificial Intelligence,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Technology Uses in Education,Educational Research,Affordances,Barriers,Pronunciation,Communicative Competence (Languages)

Learning a second language is a challenging endeavour which requires various degrees of support. The proliferation of smart technologies includes chatbots and conversational agents which have the potential to 'assist' language learners (Kukulska-Hulme, 2019). However, whilst a growing number of researchers and developers are working on such intelligent assistants across different disciplines, little is known about their application to language learning. The aim of this project was to review relevant research literature over a ten-year period (2010-2020) in order to uncover the capabilities and limitations of Intelligent Assistants (IAs) in relation to language learning. Results suggest that IAs can assist learners in a variety of ways, including provision for conversation and pronunciation practice. These tools can also fail to comprehend meaning or accented pronunciation. The analysis highlighted gaps in research around skills development, task design, pedagogy, and the use of chatbots in virtual worlds. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Arkansas Better Chance (ABC) Program Longitudinal Study (2009-2019)
Author: Argue, Sarah E.
Date: 2020-05-00
Type: Reports - Research
Subjects: Program Effectiveness,Elementary School Students,Middle School Students,Preschool Children,Lunch Programs,Public Schools,Kindergarten,School Readiness,Low Achievement,Reading Achievement,Mathematics Achievement,Grade 3,Grade 4,Grade 5,Grade 6,Gender Differences,Racial Differences,Science Achievement,Academic Persistence,Grade 7,Low Income Students,At Risk Students,Standardized Tests,Grade 8,Grade 9

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in Arkansas public schools for all years associated with their testing data. Students included in the district level study received free lunch in Kindergarten and were enrolled in an Arkansas public school at the time of testing. We found that the Arkansas Better Chance program has statistically significant and meaningful impacts on children's late elementary assessment outcomes. [For &quot;Arkansas Better Chance (ABC) Program Longitudinal Study (2009-2018),&quot; see ED611081.]