ethanporcaro/eric-fulltext-meta huggingface dataset:
Efficiency of English for Academic Purposes Activity in Students' Language Education: Developing the System of External and Internal Perspectives
Author: Zascerinska, Jelena
Date: 2010-08-00
Type: Reports - Research
Subjects: Foreign Countries,English for Academic Purposes,Multicultural Education,Educational Environment,Teacher Student Relationship,Communicative Competence (Languages),Learning Activities,Efficiency,Qualitative Research,Teaching Methods,Outcomes of Education,Graduate Students

The paradigm change from an input based teaching/learning process to an outcome based process (D. Bluma, 2008, p. 673) reveals efficiency of contribution applied to enhance students' learning outcomes to become particularly important for the development of education and culture change in the constantly changing environment. Aim of the research is to analyze efficiency of English for Academic Purposes activity for the improvement of students' communicative competence in language education. The analysis involves a process of analyzing the meaning of the key concepts &quot;English for Academic Purposes activity&quot; and &quot;outcome evaluation.&quot; Moreover, the study demonstrates how the key concepts are related to the idea of &quot;efficiency.&quot; The qualitative evaluation research has been used. The sample involved 10 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2007-2008. The students' communicative competence was a criterion of efficiency of English for Academic Purposes activity. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of English for Academic Purposes activity for the improvement of students' communicative competence. Directions of further research are elaborated. (Contains 4 figures.)
Social Dimension of Web 2.0 in Engineering Education
Author: Ahrens, Andreas
Date: 2010-04-22
Type: Information Analyses
Subjects: Foreign Countries,Engineering Education,Engineering,Telecommunications,Student Development,Web 2.0 Technologies,Social Environment,Student Needs,College Students,Educational Needs,Needs Assessment,Social Networks,Summer Programs,Questionnaires,Computer Science Education,Student Surveys,Computer Uses in Education,Information Technology,Pretests Posttests

Contemporary engineers need to become more cognizant and more responsive to the emerging needs of the market for engineering and technology services. Social dimension of Web 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable development of engineering education. Aim of the following paper is to analyze the student engineers' needs in social dimension of Web 2.0. The meaning of the key concepts of &quot;social dimension of Web 2.0&quot; and &quot;needs analysis&quot; is studied. The results of the empirical study within a multicultural environment emphasize that needs analysis contributes to the use of social dimension of Web 2.0 by student engineers. The conclusion reveals that the social dimension of Web 2.0 in engineering education is an opportunity for enhancing student engineer experience as a condition for creation of new knowledge. Contains a bibliography. (Contains 4 figures.)
Professional Language in Language Education
Author: Zascerinska, Jelena
Date: 2010-03-00
Type: Information Analyses
Subjects: Academic Discourse,Second Language Learning,English for Academic Purposes,Graduate Students,Cognitive Processes,Concept Formation,Scientific Concepts,Foreign Countries,Constructivism (Learning)

Introduction. The use of 3-5 languages where professional language is one of them is of the greatest importance in order to form varied cooperative networks for the creation of new knowledge. The Aim of the Study. To identify and analyze professional language on the pedagogical discourse in language education. Materials and Methods. The search for the &quot;professional language&quot; definition in language education on the pedagogical discourse involves a process of analyzing the meaning of key concepts and empirical study. Results. The study presents a potential model for development indicating how the steps of the process are related. Conclusions. Professional language offers many interesting opportunities for language education lifelong, life-near and lifewide. (Contains 2 tables.)
Social Dimension of Web 2.0 in Engineering Education: Students' View
Author: Zascerinska, Jelena
Date: 2010-06-00
Type: Reports - Research
Subjects: Foreign Countries,Engineering Education,Web 2.0 Technologies,Engineering,Information Technology,Professional Services,Futures (of Society),Labor Needs,Student Attitudes,Social Environment,Social Networks,Summer Schools,Teacher Role,Mentors

Contemporary engineers need to become more cognizant and more responsive to the emerging needs of the market for engineering and technology services. Social dimension of Web 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable development of engineering education. However, the success of the social dimension of Web 2.0 in engineering education requires student engineers' view on needs in the social dimension of Web 2.0 to be considered. Analysis of needs in the social dimension of Web 2.0 by engineering students is significant to contribute to the efficient incorporation of the social dimension of Web 2.0 in the curriculum of engineering science. The study was conducted in the frame of the Fifth Baltic Summer School &quot;Technical Informatics and Information Technology&quot; at the Institute of Computer Science of the Tartu University, August 7-22, 2009, Tartu, Estonia. The results of the empirical study reveal that the student engineers' view on needs in the social dimension of Web 2.0 has changed after the efficient incorporation of the social dimension of Web 2.0 in the curriculum of engineering science. The conclusions suggest the following hypothesis for further studies: in order to develop the use of the social dimension of Web 2.0 by student engineers it is necessary to promote student engineers' use of the social dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners' needs in a multicultural environment. (Contains 3 figures.)
Professional Environment for Teacher Professional Development
Author: Zascerinska, Jelena
Date: 2010-03-00
Type: Information Analyses
Subjects: Faculty Development,Educational Environment,Educational Quality,Instructional Design,Lifelong Learning,Inservice Teacher Education,Foreign Countries

Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional development on the prevailing pedagogical discourse. Materials and Methods. The search for a design of professional environment involves a process of analyzing the meaning of key concepts &quot;teacher professional learning&quot;, &quot;life-long learning&quot;, &quot;conditions for teacher professional development&quot;, &quot;professional environment&quot;. Moreover, the study demonstrates how the key concepts are related to the idea of teacher professional development. Results. The study presents a potential model for development indicating how the steps of the process are related following a logical chain: professional learning as potential for professional development [right arrow] conditions for teacher professional development [right arrow] design of professional environment. Conclusions. Professional environment offers many interesting possibilities for teacher professional development. (Contains 3 tables.)
No Evidence of Substantive Nonresponse Bias for the 2011 Administration. SERU Project Technical Report
Author: Chatman, Steve
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Grade Point Average,Statistical Analysis,Student Experience,Higher Education,Scores,Administration,Surveys,Effect Size,Data Collection,Statistics

This study of the 2011 administration focused on principal component scores based on the 2008 and 2009 SERU (Student Experience in the Research University) administrations. The first analysis is a traditional nonresponse examination where the response rates of various groups are compared to determine if the responding students represent the larger student body. Table 1 displays response rates for nine demographic distributions including: grade point average, SAT scores, gender, entry from high school or other college, class level, race/ethnicity, area of major (CIP), residency and financial independence. Table 2 presents the results of a test of subgroup differences, analysis of variance, and relies on variance explained to identify important differences. Table 3 displays the difference between the mean of each principal component factor score as computed from the respondents and from a distribution weighted by the proportions in the population. Table 4 addresses the possibility that subgroups of students participated at different rates over the collection period and that some are more or less likely to respond early or late. (Contains 4 tables and 4 footnotes.)
Best Practices When Using Student Survey Results in Academic Program Review. SERU Project Technical Report
Author: Chatman, Steve
Date: 2011-10-00
Type: Guides - Non-Classroom
Subjects: Research Universities,Student Surveys,Civil Engineering,Student Experience,Science Education,Higher Education,Undergraduate Study,Questionnaires,Comparative Analysis,Factor Structure,Effect Size

Using the example of responses from civil engineering students at a very highly ranked participating university, this guide demonstrates the importance of comparative data when using student questionnaire data for undergraduate academic program review. It also emphasizes the advantage of using factor structures for better questionnaire-based reporting. The guide is accompanied by a series of tables from the Student Experience in the Research University (SERU) Survey. (Contains 4 footnotes.)
Postsecondary Education: Financial Trends in Public and Private Nonprofit Institutions. Report to the Ranking Member, Committee on Health, Education, Labor, and Pensions, U.S. Senate. GAO-12-179
Author: Scott, George A.
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Federal Aid,Student Financial Aid,Public Colleges,Private Colleges,Income,Tuition,Expenditures,Graduation Rate,Disclosure,Student Costs,Employment,Undergraduate Students,Student Characteristics,Nontraditional Students,College Faculty,School Personnel,Compensation (Remuneration),Federal Legislation,Educational Legislation

The number of students seeking postsecondary education at public or private nonprofit institutions has increased by 31 percent over the last decade, and close to 90 percent of the overall student population is now enrolled in these types of schools. As demand for a postsecondary education has grown, so has the cost, and families are finding college increasingly difficult to afford. To help students pay for college, the Department of Education (Education) provides assistance through Title IV of the Higher Education Act, awarding $133 billion in federal student aid in the 2009-2010 school year. To help ensure transparency and accountability in the public and private nonprofit postsecondary education sectors, GAO was asked to review schools in these sectors with respect to their (1) revenue trends; (2) expenditure trends; (3) student graduation rates; and (4) disclosure of information to students on cost of attendance, graduation rates, and future employment. GAO reviewed relevant federal laws and regulations, reports, and Education records and data on revenues, expenditures, completion rates, and student characteristics. GAO also interviewed Education and postsecondary association officials and conducted site visits to a nonrepresentative sample of nine schools representing a range of size, type, and geographic location. The results of the site visits are not generalizable to all public and private nonprofit schools. Education provided technical comments, which were incorporated as appropriate. Appended are: (1) Objectives, Scope, and Methodology; (2) Variables Used in Analysis of Revenue and Expenditure Trends; (3) Revenue Sources at Public and Private Nonprofit Schools; (4) Information on How Schools Ensure Federal Student Aid Dollars Are Appropriately Awarded to Students; (5) Faculty and Staff Compensation at Public and Private Nonprofit Schools; (6) Rates and Status of Nongraduates after 6 Years, Public and Private Nonprofit Students; (7) Status of Public and Private Nonprofit Undergraduate Students after 6 Years of First Entry; and (8) GAO Contact and Staff Acknowledgments. (Contains 20 tables, 6 figures and 67 footnotes.)
New Comers: The Difficulties They Encounter Learning the Target Language and Possible Solutions
Author: Gassama, Sorie
Date: 2012-02-29
Type: Reports - Descriptive
Subjects: Immigrants,Adolescents,English (Second Language),Second Language Learning,English Language Learners,Limited English Speaking,Student Educational Objectives,Academic Discourse,Oral Language,Language Skills,Community Colleges,Teacher Student Relationship,Cultural Awareness

This article focuses on the difficulties encountered by newcomers from diverse backgrounds who come to the United States with the desire to learn English and further their studies. Most of these newcomers sometimes face insurmountable difficulties while trying to learn the new language. In some cases, they hit brick walls and the only negative choice can be dropping out, and ultimately end up being repatriated for being out of status or fade into the society at large as undocumented immigrants. In this study, I will look into specific reasons responsible for the failure of the new comers, and consider possible solutions that learning institutions can put in place to help newcomers succeed in their educational quests. Considering the swelling numbers of English language learners in United States learning institutions, it is of the utmost importance to understand and serve this population in an effective way. This is particularly so with adolescent new comers who enroll in schools in the United States knowing little or no English. The proportion of the adolescent ELL population varies from institution to institution. When they first arrive, they are most likely to enroll in community colleges where they take intensive English classes, and pay less for tuition than in the traditional four years colleges or universities. When newcomers arrive, they come in with varying academic standards which include their ages on arrival, and level of literacy in the native languages. This being true, educators who serve them must do their utmost to help develop their oral, and written academic language skills within the shortest possible time. This is inevitable if they are to succeed in their academic endeavors.
Arab American Experiences in Education
Author: Bousquet, Sarah
Date: 2012-02-20
Type: Reports - Descriptive
Subjects: Arabs,Foreign Countries,Educational Experience,Misconceptions,Financial Support,Public Education,Immigrants,Student Experience,Educational Finance,Student Needs,Coping,Student Adjustment,Social Attitudes,Stereotypes

Based upon field study and a review of the literature, this paper sought to describe the educational experiences that are common in the Middle East and North Africa. The paper explained the curriculum and pedagogy that are most commonly found in Arab schools. It also addresses the misconceptions that many Americans have regarding Arab education. Middle Eastern schools are perceived by Americans as overtly religious, poorly funded, and technologically poor single-sex institutions. In reality, Arab nations provide economic support for free, public education from pre-primary classes through the university level.   The misperceptions of Arab education disservice Arab American students who seek to have access to challenging coursework. Additionally, it leaves non-Arab learners with misconceptions about the global community. Our future leaders need factual information about their international neighbors in order to effectively lead America in the global age.   The paper also identifies the challenges faced by Arab American students and provides suggestions for educators who work with Arab American students.
Program Proposal
Author: Baskas, Richard S.
Date: 2012-02-18
Type: Reports - Evaluative
Subjects: Armed Forces,Facilities,Emergency Programs,Work Environment,Needs Assessment,Fire Protection,Job Training,Surveys,Interviews,Diaries,Transfer of Training,Program Evaluation

A study was conducted to determine if a deficiency, or learning gap, existed in a particular working environment. To determine if an assessment was to be conducted, a program proposal would need to be developed to explore this situation. In order for a particular environment to react and grow with other environments, it must be able to take on more experiences and education. A literature review of the Education Resources Information Center (ERIC) and of Google Scholar was conducted to determine the relevance of the references towards the study. Eleven resources were located, both primary and secondary.  Results determined that a deficiency did exist and that a proposal would determine the course of the study.
The Effects of Extrinsic Rewards on Admissions Counselors' Performance
Author: Gardner-Engel, Miriam
Date: 2010-12-15
Type: Reports - Research
Subjects: Admissions Counseling,College Admission,Motivation Techniques,Rewards,Reinforcement,Personnel Management

This study examines the best ways to motivate college admissions counselors. A review of literature revealed multiple perspectives on intrinsic and extrinsic as well as tangible and intangible rewards. Primary research was designed to examine the impact of tangible rewards and verbal reinforcements with a convenience sample of nine college admissions counselors. Results revealed that verbal praise was a stronger motivating factor than tangible rewards. These results can be applied to management of college admissions counselors in a variety of settings.
Changing School Autonomy: Academy Schools and Their Introduction to England's Education. CEE DP 123
Author: Machin, Stephen
Date: 2011-04-00
Type: Reports - Research
Subjects: Foreign Countries,Institutional Autonomy,Secondary Schools,Control Groups,Educational Policy,State Schools,Academic Achievement,Comparative Education,School Choice,Outcomes of Education,Institutional Administration,Educational Change,Governance,Comparative Analysis,Scores,School Restructuring,Educational Improvement

In this paper, we study a high profile case--the introduction of academy schools into the English secondary school sector--that has allowed schools to gain more autonomy and flexible governance by changing their school structure. We consider the impact of an academy school conversion on their pupil intake and pupil performance and possible external effects working through changes in the pupil intake and pupil performance of neighbouring schools. These lines of enquiry are considered over the school years 2001/02 to 2008/09. We bypass the selection bias inherent in previous evaluations of academy schools by comparing the outcomes of interest in academy schools to a specific group of comparison schools, namely those state-maintained schools that go on to become academies after our sample period ends. This approach allows us to produce a well balanced treatment and control group. Our results suggest that moving to a more autonomous school structure through academy conversion generates a significant improvement in the quality of their pupil intake and a significant improvement in pupil performance. We also find significant external effects on the pupil intake and the pupil performance of neighbouring schools. All of these results are strongest for the schools that have been academies for longer and for those who experienced the largest increase in their school autonomy. In essence, the results paint a (relatively) positive picture of the academy schools that were introduced by the Labour government of 1997-2010. The caveat is that such benefits have, at least for the schools we consider, taken a while to materialise. Appended are: (1) Pre-Treatment Logit Specification; (2) The Structure of the Falsification Exercise as a Robustness Check; and (3) Pre-Treatment Logit Specification. (Contains 15 tables, 1 figure and 21 footnotes.)
A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey
Author: Sert, Olcay
Date: 2010-09-00
Type: Information Analyses
Subjects: Teacher Education,Teacher Education Programs,Metalinguistics,Foreign Countries,Language Teachers,Reflective Teaching,English (Second Language),Second Language Instruction,Teacher Evaluation,Applied Linguistics,Discourse Analysis

This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program and presents an applicable framework that aims to solve current problems in English language teacher education in Turkey. Five appendixes present: (1) Foreign Language Teacher Education Program in Turkey; (2) The credit/hour ratios of the major components of ELT curriculum; (3) The SETT grid; (4) Seedhouse's-informed teacher education framework; and (5) CA transcription conventions.
The Impact of Tuition Fees and Support on University Participation in the UK. CEE DP 126
Author: Dearden, Lorraine
Date: 2011-07-00
Type: Reports - Research
Subjects: Tuition,Foreign Countries,Higher Education,Grants,College Attendance,College Freshmen,Fees,Role,Finance Reform,Educational Finance,Student Costs,Evidence,Financial Policy,Benchmarking,Statistical Data,Statistical Analysis,Sampling,Educational History,Family Income,Student Loan Programs,Eligibility

Understanding how policy can affect university education is important for understanding how governments can promote human capital accumulation. This paper exploits historic changes to university funding policies in the UK to estimate the impact of tuition fees and maintenance grants on university participation. Previous work on this, which largely relates to the US, considers either the effect of fees or the effect of support, but not both in the same setting; moreover it considers specific sub-samples of individuals. In this paper on the other hand, the authors benchmark the effects of both grants and fees, and furthermore, they do this on a representative sample of individuals. Using a pseudo panel data set constructed from 16 years of data on first-year university participation, their results suggest an important role for tuition fees and grants in university participation decisions: they find robust evidence that a 1,000 British pounds increase in tuition fees reduces university participation by 3.9 percentage points, while a 1,000 British pounds increase in maintenance grants increases participation by 2.6 percentage points. These figures equate to an elasticity of -0.14 for fees and 0.18 for grants. These results are in line with those estimated in the US in a number of studies, such as Kane (1995), Dynarski (2003) and Hemelt and Marcotte (2008). Probability of university participation at age 18-19 is appended. (Contains 8 tables, 5 figures and 34 footnotes.)