ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;FORE - UEK Telecollaboration 2017&apos; -- Virtual Exchange in Business Studies
Author: Marchewka, Malgorzata
Date: 2019-07-02
Type: Reports - Descriptive
Subjects: Foreign Countries,International Educational Exchange,Electronic Learning,Business Administration Education,Intercultural Communication,Cooperation,Cultural Awareness,Undergraduate Students,Graduate Students,Group Activities

The report describes the FORE - UEK Telecollaboration 2017 project conducted between November 25th 2017 and January 3rd 2018 between over 60 students from FORE School of Management, India (hereafter FORE), and 70 students from Cracow University of Economics, Poland, and Erasmus students (hereafter UEK). The main goal of the project was to enhance the understanding of managerial problems in modern business. Apart from learning outcomes in the area of management and business communication, the aim of the project was to create learning environment facilitating the understanding of the problems of cross-cultural communication, as well as development of attitudes of cooperation and sensitivity to cultural differences. The report contains detailed information about organizational matters related to the project, such as: initial arrangements, choice of tasks, scheduling, tools, description of participants, learning outcomes, and evaluation of the project from the perspective of teachers and students and the conclusions for further cooperation. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Virtual School Garden Exchange -- Thinking Globally, Gardening Locally
Author: Lochner, Johanna
Date: 2019-00-00
Type: Reports - Research
Subjects: Gardening,Computer Simulation,Elementary School Students,Secondary School Students,Films,Electronic Mail,Photography,Videoconferencing,Environmental Education,Sustainable Development,Decision Making,Global Approach,Teaching Methods,Exchange Programs,Program Descriptions,International Cooperation,Foreign Countries,Secondary School Teachers

This paper gives an overview of nine different Virtual School Garden Exchange (VSGE) projects. In VSGEs, learners from primary or secondary schools with school gardens exchange virtually on their garden experiences and related topics, using digital media like emails, photos, films, or videoconferences. In this manner, the global perspective of Education for Sustainable Development (ESD) can be integrated in the school garden. ESD aims to enable children, young people, and adults to think and act in a sustainable manner. It puts people in a position to make decisions for the future and to estimate how their actions affect future generations or life elsewhere in the world. In this paper, the research procedures and main results of the preliminary study of my PhD research project are presented. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Gamifying Intercultural Telecollaboration Tasks for Pre-Mobility Students
Author: Giralt, Marta
Date: 2019-07-02
Type: Reports - Evaluative
Subjects: Computer Games,Intercultural Communication,Computer Simulation,Teaching Methods,Cooperative Learning,Task Analysis,Student Motivation,Computer Mediated Communication,Study Abroad,Student Mobility,Second Language Learning,Second Language Instruction,Spanish,Foreign Countries,Undergraduate Students,International Cooperation,Educational Cooperation,Educational Policy,Video Games,Program Descriptions

At a recent TeCoLa3 project conference, Colpaert (2017) declared: &quot;there is not enough evidence to suggest that technology has a direct effect on learning, not even virtual worlds. No, not even games… My hypothesis is… that the added value of technology depends on the designs of your learning environment on the one hand… and what I will talk about on task design on the other&quot;. This position paper argues that gamification may be effectively employed in engaging students' participation in pre-mobility preparation telecollaborative programmes, paying particular attention to environment and task design. Such preparation involves carrying out telecollaborative tasks with international partners and peers. Participation is voluntary and one of the biggest challenges in completing the set tasks results from the initial mismatch or 'non-fit' of pair partners. We present issues and ideas surrounding the possible gamification of task design in order to motivate students, to build an 'expectancy-value framework' (Dörnyei, 1998), and to remain engaged throughout the pre-mobility telecollaborative project. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Report of the Funding Model Review: A Recipe for Inequity for Students. BCTF Research Report
Author: Rozworski, Michal
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Equal Education,Accountability,Foreign Countries,Financial Support,Models,Elementary Secondary Education,Public Education

The Report of the Funding Model Review Panel claims to be about &quot;Improving Equity and Accountability.&quot; It fails on both counts. The Panel's recommendations offer neither a blueprint for equity for students nor one for accountability by the province and school districts in providing services to students. If the funding model is to meet the needs of students, there needs to be a concept of what the school system is being asked to provide to students--and a determination of what services will contribute to meeting that mandate. Funding should be provided based on the cost of these services.
When Two Worldviews Meet: Promoting Mutual Understanding between &apos;Secular&apos; and Religious Students of Islamic Studies in Russia and the United States
Author: Knysh, Alexander
Date: 2019-07-02
Type: Reports - Descriptive
Subjects: Foreign Countries,World Views,International Educational Exchange,Cultural Awareness,College Students,Islam,Religion Studies,Online Courses,Intercultural Communication,Videoconferencing,International Education,Computer Mediated Communication,Synchronous Communication,Discussion (Teaching Technique),Course Descriptions,Student Attitudes,Outcomes of Education,Cooperative Learning

The authors discuss results from two co-taught courses in Islamic studies shared as a virtual exchange between the University of Michigan (U-M), USA, and Saint Petersburg State University (SPbU), Russia. These courses were shared with the intent of expanding the range of perspectives to which the students were exposed and to provide an opportunity to experience the approach to education and to the subject studied in the partner country. The SPbU student cohort included graduates of Islamic religious colleges from across Russia who studied along with non-religious students specializing in Islamic studies. The U-M cohort included students of diverse religious, ethnic, and national backgrounds. International teams met outside class to prepare questions for the weekly synchronous whole-class discussions and to create a final group presentation.[For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Virtual Exchange across Disciplines: Telecollaboration and the Question of Asymmetrical Task Design
Author: Štefl, Martin
Date: 2019-07-02
Type: Reports - Research
Subjects: International Educational Exchange,Electronic Learning,College Students,Business English,Business Administration Education,English for Special Purposes,Second Language Instruction,Foreign Countries,Student Attitudes,Instructional Design

This paper discusses an experience with an asymmetric online intercultural exchange between three different groups of students which took place during a specialised soft skills-focussed language class of Business Networking in English (BNiE) at the MIAS School of Business, Czech Technical University, Prague (MIAS). The results of the post-project discussion and perceptions of MIAS students participating in the asymmetric telecollaboration are analysed and conclusions are drawn. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
A Proposal to Study the Links between the Sociocultural and the Linguistic Dimensions of eTandem Interactions
Author: Cappellini, Marco
Date: 2019-07-02
Type: Reports - Evaluative
Subjects: Sociocultural Patterns,Videoconferencing,Discourse Analysis,Student Role,Correlation,Computer Mediated Communication,Interaction Process Analysis,Computational Linguistics,Systems Approach,Linguistic Input,Syntax,Vocabulary Development,French,Novices,Specialists,Verbal Communication,Learning Theories,Teaching Methods

After identifying a major limitation of current research on telecollaboration, I propose to develop a methodological framework to empirically study the link between the sociocultural dimension and the linguistic dimension of interaction in eTandem via desktop videoconferencing. For the sociocultural dimension, I study which roles the learners take during the interactions using discourse analysis tools. For the linguistic dimension, I focus mainly on different types of conversational side sequences identified in the francophone interactionist literature. In the end, I discuss the relevance that the methodological framework I propose can have for research on telecollaboration and point to studies that explored this avenue. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Lived Experience of Connected Practice: Clavier
Author: MacKinnon, Teresa
Date: 2019-07-02
Type: Reports - Research
Subjects: International Educational Exchange,Electronic Learning,Experience,Ethnography,Collaborative Writing,Conferences (Gatherings)

Actors in a large scale Online Intercultural Exchange (OIE) (O'Dowd, 2016) known as Clavier (MacKinnon, 2016) took time to reflect on their personal experiences of an OIE Network (OIEN) through creating auto ethnographic accounts (Nunan &amp; Choi, 2010). Data reflect different contexts, roles and identities. The data were analysed using a grounded theory method to explore the various perspectives, convergences, and divergences. Through this analysis, &quot;[t]he researcher creates an explication, organisation and presentation &quot;of&quot; the data rather than discovering order &quot;within&quot; the data. The discovery process consists of discovering the ideas the &quot;researcher&quot; has about the data after interacting with it&quot; (Charmaz, 1990, p. 1169, cited in Willig, 2013, p. 77, emphasis in original). This 'discovery process' was followed by a series of online discussions where we grappled with the question of how best to present this complex picture with its many facets given the short period of presentation time in the conference. An account emerged of the transformative nature of connected practice. The process of preparing this performance for the UNICollaboration conference in Krakow took the actors to a new point in their professional lives. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
A Discussion on How Teachers Assess What Foreign Language Students Learn in Telecollaboration
Author: Cavalari, Suzi Marques Spatti
Date: 2019-07-02
Type: Reports - Research
Subjects: Telecommunications,Second Language Learning,Second Language Instruction,English (Second Language),Intercultural Communication,Computer Mediated Communication,Student Evaluation,Feedback (Response),Formative Evaluation,Self Evaluation (Individuals),Language Proficiency,Accuracy,Diaries,Education Majors,Synchronous Communication,Portuguese,Foreign Countries

Institutional integrated TeleTanDem (iiTTD) is a model of telecollaboration characterised as a series of tasks that are integrated into the syllabus of a foreign language course. This paper aims at presenting and discussing the assessment practice of a Brazilian teacher who integrated teletandem into her regular English as a Foreign Language (EFL) lessons within a teacher education programme. Among the different tasks that learners carry out within iiTTD, this study focusses on what is assessed by the teacher when offering formative feedback on learning diaries written by Brazilian participants. The study, of a qualitative interpretative nature, uses data collected by means of the tasks that 13 Brazilian learners carried out within iiTTD in 2017. Results show that the teacher was able to assess (1) students' self-assessment skills, (2) language accuracy (when diaries are written in English), (3) the learning of content presented in class, and (4) intercultural issues that may emerge during teletandem oral sessions. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Vocabulary Learning in Mandarin Chinese-German eTandems
Author: Renner, Julia
Date: 2019-07-02
Type: Reports - Research
Subjects: Vocabulary Development,Mandarin Chinese,Student Attitudes,Synchronous Communication,Educational Technology,Technology Uses in Education,Second Language Learning,German,Foreign Countries,College Students,Computer Mediated Communication,Language Skills

This article deals with vocabulary learning in synchronous, multimodal eTandems focussing on Mandarin Chinese as a target language. In doing so, the study adopts an emic, conversation analytic perspective and triangulates self-reported data from learner diaries with recordings of actual eTandem conversations. The analysis of the learner diaries showed that the participants perceive to have mostly improved their vocabulary. In order to identify the video extracts for qualitative analysis, the vocabulary items mentioned in the learner diaries were located within the interactions and analysed by means of Conversation Analysis (CA). For the most part, the analysed sequences classify as instances of word searches during which a clear preference for self-initiated collaborative repair was observed. Peer-assistance of the expert speaker was only performed on request of the learner. Furthermore, the multimodal setting shows how the participant's gaze plays a key-role in assessing the status of the word search. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
The Global Virtual Teams Project: Learning to Manage Team Dynamics in Virtual Exchange
Author: Lindner, Rachel
Date: 2019-07-02
Type: Reports - Descriptive
Subjects: Teamwork,Group Dynamics,Computer Mediated Communication,Intercultural Communication,Business Communication,Business Schools,Student Projects,Business Administration Education,Economics Education,Technology Education,Heterogeneous Grouping,Communication Skills,Foreign Countries,Leadership Role,Trust (Psychology),Student Motivation,College Students,Global Approach

Our paper positions telecollaboration in the business context, in which culturally, geographically, temporally, and functionally dispersed teams -- so-called Global Virtual Teams (GVTs) -- are increasingly being used to engage an organisation's creative and problem-solving capabilities. In this virtual workplace, team members must complete tasks efficiently, despite language and cultural difference, geographical distance, technological complexity, and variance in organisational goals. We propose that virtual exchange projects can provide students with valuable pre-workplace experience of the demands placed on GVTs and the skills needed to operate successfully in a GVT environment. The GVTs Project outlined in our paper was set up for this purpose, and is run across five business schools by management and ESP teachers. We identify themes that have emerged through project observation and student reports, and exemplify how students manage the challenges of working in a GVT with a case study in which a project participant analyses her team's dynamics. [For the complete volume, &quot;Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship,&quot; see ED596376.]
Education in the American South: Historical Context, Current State, and Future Possibilities
Author: Robson, Kelly
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Geographic Regions,Educational Practices,Equal Education,Minority Group Students,Low Income Students,Poverty,Lunch Programs,Demography,Educational Trends,Educational Change,Economically Disadvantaged,Educational Attainment,Regional Characteristics,Income,Well Being,Social Mobility,Racial Differences,English Language Learners,Migrants,Expenditure per Student,Teacher Salaries,Numeracy,Literacy,Graduation Rate,Educational History,School Desegregation,Accountability,School Choice

The purpose of this slide deck is to shine a spotlight on education in the American South with a focus on equity and to provide an understanding of the historical, social, political, and economic context in which the education sector operates. Any movement serious about improving education and life outcomes for underserved student groups -- including low-income, minority, and rural -- must engage the South. The South is home to 56 percent of all black students in the United States. Poverty rates and free and reduced-price lunch eligibility are higher in the South than in other regions. The region is also an economic powerhouse, contributing more to the U.S. economy than any other region. Yet the economic reality for many people living in the South is stark. Poverty rates are higher and incomes are lower in the South than in other regions. Southern states rank among the bottom in measures of health and well-being. Meanwhile, with a few notable exceptions, education reform efforts in the South are spotty at best. This deck of slides provides the latest information available on the education landscape in the South. The goal is to inform; to spark deeper understanding of the challenges and opportunities in education in the American South and more work to address the needs of students in this diverse and complex region of our country.
Development of the 2018 Secondary School Course Taxonomy. Technical Report. NCES 2019-046
Author: Hudson, Lisa
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Secondary School Curriculum,Courses,Taxonomy,High School Students,Course Selection (Students),Academic Education,Enrichment Activities,Vocational Education

This report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript course-taking data that have been coded using the School Courses for the Exchange of Data (SCED). The SSCT aggregates the SCED-coded courses into 20 subject fields that align with how the National Center for Education Statistics (NCES) has traditionally reported on career and technical education.
How Does Education in BC Compare to the Rest of Canada? Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-14
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Geographic Regions,Educational Finance,Costs,Public Education,Elementary Secondary Education,Expenditure per Student,Faculty Workload,Teacher Student Ratio,Graduation Rate

This fact sheet reports on how education in British Columbia (BC) compares to education in the rest of Canada. Statistics show that BC's spending on students had declined to close to $1,900 less per student than the Canadian national average. One of the outcomes of inadequate funding is a heavier workload for BC's public-school teachers with larger ratios of students to educators. However, statistics show that BC students do as well as the average student in Canada.
Fairness in Facilities: Why Idaho Public Charter Schools Need More Facilities Funding
Author: Robson, Kelly
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,School Funds,Educational Facilities,School Construction,School Buildings,Costs,Bond Issues,State Aid,Data Collection,Policy Formation,Educational Finance,Educational Administration,Educational Facilities Improvement,Resource Allocation,Expenditure per Student,Statewide Planning,School District Spending

Doing more with less is noble in public education. This is something quality public charter schools do well. It is also something, that cash-strapped rural and high need schools across Idaho know all too well themselves. It is well documented that all of public education in Idaho operates on leaner rations than do schools in most parts of the United States. In a 2016 report, &quot;Building Excellence: How Helping Charters Access Facilities Can Improve Opportunities for Idaho Kids,&quot; Bellwether researchers found that limited access to financing was one of the major barriers public charter school leaders face in securing a school facility. As a result, charters spend operational dollars on facilities expenses and too often operate in spaces that make it more challenging to offer the educational programming they envision or believe their students need. Idaho policymakers need to address the facilities challenges facing its public schools, both district and charter, across the state. An analysis of recent district and charter school construction project surfaced three key themes: (1) Charter schools' facilities have similar per-square-foot costs, but lower per-seat costs due to compromises and creative shortcuts; conversely, district costs are higher; (2) Districts can have trouble passing bonds/levies due to the supermajority requirement, which demands more from district leaders to explain their requests to taxpayers and earn their support; and (3) There are lessons and insights that districts and charters can learn from each other, but even with the best local practices, there is a larger role for the state to play in funding public school facilities. This report aims to help policymakers assess the nature of the challenges that charter schools and district schools face in financing school facilities. The report begins with an overview of the current status of public school facilities funding in Idaho. It then compares recent charter and district school facilities construction projects, highlighting key differences in cost and amenities. Next, it provides lessons learned from interviewing charter and district leaders about the facilities-related challenges they face. The report concludes with key recommendations for Idaho's legislators to consider as they work to support schools in accessing high-quality facilities. [Foreword by Terry Ryan and Marc Carignan. For &quot;Building Excellence: How Helping Charters Access Facilities Can Improve Opportunities for Idaho Kids,&quot; see ED577705.]
Inclusive Education and Special Needs in British Columbia. Education Facts. Updated
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-14
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Inclusion,Special Needs Students,Public Schools,Autism,Pervasive Developmental Disorders,Special Education Teachers,Graduation Rate,Teacher Shortage

This fact sheet reports on inclusive education and students with special needs in British Columbia, including significant changes in the needs of students in British Columbia's (BC's) public schools, the restoration to special education teaching positions after significant cuts, and graduation rate for students with special needs has doubled. [This report is an update to ED586102.]