ethanporcaro/eric-fulltext-meta huggingface dataset:
English for Specific Purposes: Traditions, Trends, Directions
Author: Salmani-Nodoushan, Mohammad Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Trend Analysis,English for Academic Purposes,Applied Linguistics,Educational History,Educational Trends,Comparative Analysis,Epistemology,Teaching Methods,Needs Assessment,Language Styles,Course Content,Language of Instruction,Task Analysis,Student Needs,Futures (of Society)

English for specific purposes (ESP) began around fifty years ago as a result of pressing worldwide demands for fast-paced language training in occupational and professional settings, rapid revolutions in theoretical linguistics, and burgeoning pressures on schools and educators to focus on, and to be responsive to, learners' needs. It started within the field of English Language Teaching (ELT) but has gradually established itself as an autonomous subfield of Applied Linguistics (AL). This paper will review the origins, evolution, and status quo of ESP, and then predict the future directions of this important field. The theoretical, analytical, and methodological evolutions of ESP are reviewed, the positions of genre analysis, target language use situation analysis, and context in ESP are described, the 'just-in-case' EAP and 'just-in-time' EOP approaches are compared, and the text-first and context-first approaches to discourse structure analysis are compared. The paper predicts that ESP will adopt a wide-angled epistemological stance to survey the (a) discursive, (b) generic, (c) social, and (d) organizational structures of specialized texts and discourses, as well as those of texts and discourses simplified for the popularization of science, in a systematic and contextualized manner. ESP practitioners are also warned about the potential threats of teaching genres of power within ESP.
Contextualizing the SAT: Experimental Evidence on College Admission Recommendations for Low-SES Applicants
Author: Bastedo, Michael N.
Date: 2019-00-00
Type: Reports - Research
Subjects: College Entrance Examinations,Low Income Students,College Applicants,College Admission,Scores,Essays,Resilience (Psychology),Persistence,Admissions Officers,Decision Making

Although it is well established that college entrance exams have become a key factor for admission to selective institutions, less is known about the influence of test scores in relation to other academic factors in the evaluation of a student's application file. This study conducts a randomized-controlled trial to determine whether providing students' test scores in context--how they perform relative to their school and neighborhood peers--increases the likelihood that admission officers (n = 321) would recommend admitting low-socioeconomic status (SES) applicants. The study also examines how including a personal admission essay that conveys grit, or ability to persevere in the pursuit of long-term goals, influences admission decision making. Admission officers in the contextual condition were significantly more likely to accept both the low-SES and high-SES applicant than those without contextual information on test scores; however, they were not more likely to accept applicants who convey grit in their personal essays. [This is the online version of an article published in &quot;Educational Policy.&quot;]
Object-Motives of Mathematics Leaders&apos; Professional Learning Leadership during Participation in a Mathematics Project
Author: Sexton, Matt
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Mathematics,Educational Improvement,Catholic Schools,Faculty Development,Leadership,Motivation,Administrators

Knowledge concerning the leadership work of primary mathematics leaders is rare. The object-motives of three mathematics leaders were explored using interviews and document retrieval as data sources. Using cultural-historical activity theory, five themes about the object-motives that the leaders pursued in their professional learning leadership activity during a mathematics project are provided. This suggests that their professional learning leadership activity was poly-motivated activity that included both leadership and managerial work aspects. This activity was largely mediated through the introduction of cultural tools by mathematics project team staff.
Language Assessment: Lessons Learnt from the Existing Literature
Author: Salmani Nodoushan, Mohammad Ali
Date: 2020-04-00
Type: Journal Articles
Subjects: Test Construction,Test Use,Psychometrics,Item Response Theory,Language Proficiency,Language Tests,Trend Analysis,Standards,Educational Assessment,Test Validity,Second Language Learning,Foreign Countries

Language testing has witnessed three major trends in the 1990s: theoretical, methodological, and analytical. Theoretically, emphasis has been placed on the further understanding of the construct of language proficiency. Methodologically, there has been an outburst of interest in language performance testing and the promotion of the professional standards of test development and use. Analytically, emphasis has been placed on the implementation of Item Response Theory (IRT), G-theory, and the understanding of the multiple sources of variance in test performance. After a review of these trends, the current paper presents a complete picture of language assessment from an Archimedean point. It argues that language assessment, seen from such a point, has four intertwined but self-informed pillars: construct issues, psychometrics, edumetrics, and construct-irrelevant factors.
American or British? A Corpus-Based Analysis of Asian Englishes&apos; Orthographical Norms
Author: Antonio, Abigail F.
Date: 2019-12-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Computational Linguistics,Databases,Spelling,Foreign Policy,Diachronic Linguistics,North American English,Information Technology,Global Approach,Foreign Countries,Language Attitudes,Language Research,Classification,Web Sites,Preferences

This study is one of the pioneers in investigating and analyzing the orthographical conventions/norms of the outer circle Asian Englishes using one of the largest databases of English corpus, the Global Web-based English (GloWbE). This study extends the analysis of the current orthographical norms of the new varieties to their colonial parents. Results of this study indicate that there is an evident Americanization in some of the orthographical norms of the outer circle Asian Englishes, even though all of them, except for Philippine English, have British English as parent English. The results can be accounted for the emergence and proliferation of technology, as initiated by the United States as a superpower country today. This huge global influence enables American English to accelerate in indirectly colonizing the orthographical norms of these new English varieties.
Early Warning Implementation Guide: Using the Massachusetts Early Warning Indicator System (EWIS) and Local Data to Identify, Diagnose, Support, and Monitor Students in Grades 1-12. Revised
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,Elementary Secondary Education,Data Use,Public Schools,Program Implementation,At Risk Students,Intervention,Progress Monitoring

The Massachusetts Department of Elementary and Secondary Education (ESE) is focused on supporting educators in the use of data; to this end, ESE developed an Early Warning Indicator System (EWIS) that rolls many student data variables into a single indicator that provides educators with information about which students are at low, moderate, or high risk of missing key academic milestones as they enter school each fall. Annually, the Massachusetts EWIS provides information about students' risk levels for every student in grades 1-12 who attended a public school in Massachusetts in the year prior. The risk levels of students are provided to Massachusetts' districts and schools in the late summer each year. The purpose of this guide is to provide information on how to use early warning data, including the Massachusetts Early Warning Indicator System (EWIS), to identify, diagnose, support and monitor students in grades 1-12. It offers educators an overview of EWIS and how to effectively use these data in conjunction with local data by following a six-step implementation cycle. Because no two districts, schools, or students are alike, the guide was purposely developed as a flexible tool to help educators customize their use of EWIS to fit their individual needs, interests, and resources. [This guide was originally published in September 2014. It was revised in November 2017.]
Tracking Time and Resources Associated with Systems Change and the Adoption of Evidence-Based Programs: The &quot;Hidden Costs&quot; of School-Based Coaching
Author: Pas, Elise T.
Date: 2020-00-00
Type: Reports - Research
Subjects: Coaching (Performance),Evidence Based Practice,Adoption (Ideas),Program Implementation,Professional Development,Costs,Time Management,Resource Allocation,School Personnel,Positive Behavior Supports,At Risk Students,Salaries,Middle Schools,Efficiency,Educational Change

This study leveraged data from a 40-school randomized controlled trial to understand the cost of coaching to support implementation of evidence-based programs (EBPs) through a multi-tiered system of supports for behavior (MTSS-B) model. Coach activity log data were utilized to generate the annual average, per school, costs of coaching of $8,198. The cost of school personnel time for coaching was estimated to be $3,028. Data on coach-rated administrator buy-in, school MTSS-B engagement, and implementation infrastructure and capacity were also collected and found to be associated with coaching activities. Notably, coaches did not spend significantly different amounts of time in schools using few EBPs relative to more EBPs, indicating some inefficiency in the use of coaches' time. These findings highlight the often-overlooked resources needed to support EBP implementation in schools. [This paper will be published in &quot;Administration and Policy in Mental Health and Mental Health Services Research.&quot;]
Middle School Parents&apos; Beliefs Regarding Learning Management System Use in Mathematics
Author: Bradley, Vaughn M.
Date: 2020-04-00
Type: Books
Subjects: Middle School Students,Parents,Parent Attitudes,Integrated Learning Systems,Beliefs,Parent Participation,Parent Role,Social Theories,Epistemology,Student Motivation,Grade 6,Grade 7,Grade 8,Reflection,Personal Autonomy,Mathematics Achievement,Social Change,Parent Child Relationship,Self Efficacy,Outcomes of Education,Educational Technology,Middle School Mathematics

Middle school is a critical time in students' learning of mathematics, something a Learning Management System (LMS) is designed to help parents support. What remains unknown is how parents use an LMS to monitor their children's progress in mathematics. This qualitative case study explored how parents from one midAtlantic middle school with 543 students used an LMS, EdLine, to support their children's autonomous achievement in mathematics. Expectancy-value theory and social cognitive theory made up the conceptual framework used to evaluate study findings. A criterion-based process was used to select nine middle school parents from grades 6, 7, and 8 as participants. Data sources included structured interviews and follow-up questions, EdLine spreadsheets, and parent reflective journals. Data were analyzed through a priori codes based on the literature review. Themes that emerged from the analysis included reoccurring learner autonomy and parents benefiting from their ability to use EdLine to monitor grades, check progress, and provide strategies to support mathematical achievement. Parents indicated they could encourage their children, teach them, and expect them to use EdLine to monitor and manage their grades and achievement in mathematics. This research contributes to positive social change by explaining how administrators can help middle school parents use an LMS to become engaged with their children's mathematics studies and set expectations for their mathematics task completion and achievement. [This book was edited by Ismail Sahin and Richard Thripp.]
STEM Learning Environments: Perceptions of STEM Education Researchers
Author: Hatisaru, Vesife
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Principals,Foreign Countries,Administrator Attitudes,Educational Practices,Teaching Methods,Student Centered Learning,Researchers,Attitudes

In efforts to provide effective support in STEM education in general and to help school teachers and leaders to consider STEM approaches and carry them out effectively, the perceptions of researchers active in STEM education or initiatives regarding STEM are significant. Despite many efforts to disseminate and implement STEM education, little research has focused on the researchers. The present study aimed to explore STEM researcher perceptions of STEM learning environments using the Draw a STEM Learning Environment Test (D-STEM). The drawings portrayed varying levels of STEM integration and in all depictions, there were indications of student-centred instruction. We conclude this paper with a discussion of the implications for practice and research.
Queensland Pre-Service Teachers&apos; Beliefs on the Integration of Children&apos;s Literature in Mathematics Teaching: A Pilot Case Study
Author: Larkin, Kevin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Beliefs,Childrens Literature,Mathematics Instruction,Misconceptions,Pedagogical Content Knowledge,Teaching Methods,Interdisciplinary Approach,Integrated Curriculum

This paper reports the findings from a pilot qualitative study that set out to investigate pre-service primary school teachers' beliefs concerning the integration of children's literature in their mathematics learning and teaching. The thematic and content analyses were drawn from self-reported beliefs of 33, third- and fourth-year pre-service teachers in Queensland. Findings from this pilot study reveal several gaps in knowledge, as well as misconceptions held by them, concerning the use of children's literature in mathematics learning and teaching. These findings suggest the need for mathematics teacher educators to do more to address these gaps and misconceptions, also possibly held by the pre-service teachers they teach, in order for this future generation of teachers to become more knowledgeable in their approach to the use of children's literature.
Re-Thinking Fraction Instruction in Primary School: The Case for an Alternative Approach in the Early Years
Author: Cutting, Chelsea
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Mathematics Instruction,Foreign Countries,Young Children,Spatial Ability,Numbers,Visualization,Educational Strategies,Middle School Mathematics,Elementary School Mathematics

There is a large body of research that suggests a sound understanding of rational number is vital for success in all areas of mathematics, at school and beyond. In the Australian Curriculum, fractions are formally introduced from Year 1, yet there is evidence to suggest that current approaches are not leading to deep understanding in later years. Consequently, this theoretical discussion will review the current literature on fraction instruction and propose an alternative approach to introducing fractions in the early years of primary school.
Operationalize Mathematical Sophistication in a Collaborative Problem-Solving: A Conceptual Paper
Author: Tran, Dung
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Problem Solving,Mathematics Instruction,Mathematics Skills,Dialogs (Language),Guidelines,Peer Relationship,Task Analysis,Teaching Methods,Figurative Language,Learning Theories,Standards,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students

This conceptual paper proposes a model to describe the quality of student dialogue during participative collaborative problem solving. Drawing on the participation metaphor of learning, we argue that the construct of mathematical sophistication is useful to describe the quality. We then present two frameworks, mathematical competencies and mathematical practices, as ways to operationalise the construct in the collaborative problem-solving setting. We argue that by using a networking theories approach, the two frameworks will provide nuances of levels of mathematical sophistication that can be observed in student interaction. In addition, they could provide an analysis of both individual and group contributions to mathematical sophistication in a collaborative task setting. Implications of using two approaches for conceptualizing mathematical sophistication for future mathematics education research and teaching practices are provided.
Strategy Use in Mathematics Assessment: Does Spatial Reasoning Matter?
Author: Forndran, Alex
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Spatial Ability,Mathematics Achievement,Role,Student Attitudes,Learning Strategies,Secondary School Students,Foreign Countries,Mathematics Tests,Test Items,Thinking Skills,Correlation

Mathematics and spatial reasoning are inextricably linked. While this is increasingly recognised, a clearer understanding of how spatial reasoning improves your mathematics performance is needed. We sought to explore the role of spatial reasoning strategy use across a range of mathematics assessment tasks with Grade 7 and 9 students. Interviews were conducted and data from students with varying levels of spatial ability was explored to determine if spatial ability had an observable effect on strategy use and success.
Passing a Proof Message: Student-Teacher Communication through a Commognitive Lens
Author: Ho, Weng Kin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Student Teachers,Thinking Skills,Student Teacher Attitudes,Validity,Mathematical Logic,Mathematics Instruction,Guidelines,Discourse Analysis,Classroom Communication,Teaching Methods,Teacher Student Relationship,Learning Theories,Sociocultural Patterns,Peer Relationship,Novices,Specialists

This study employs Sfard's (2008) socio-cultural theory of Commognition to analyse student teachers' thinking and communicating practices. Specifically, we investigate the effectiveness of the student teachers' communication of a particular mathematical proof with reference of the four features of the commognitive framework (i.e., word use, visual mediators, narrative and routines). In this paper, we can report on the routine of the discourse to analyse the quality of mathematical discourse in two situations of &quot;Expert-to-Novice&quot; and &quot;Novice-to-Novice&quot;.
What Happens When You Combine High School and College? The Impact of the Early College Model on Postsecondary Performance and Completion
Author: Edmunds, Julie A.
Date: 2020-03-23
Type: Reports - Research
Subjects: High Schools,Higher Education,Acceleration (Education),Dual Enrollment,College Preparation,Academic Achievement,Academic Persistence,High School Students,Disproportionate Representation,College School Cooperation,Educational Change,Graduation Rate,Grade Point Average,First Generation College Students,Low Income Students,Minority Group Students,Educationally Disadvantaged,Achievement Gap,Academic Degrees,Outcomes of Education,College Students

Early colleges are a new model of schooling in which the high school and college experiences are merged, shortening the total amount of time a student spends in school. This study uses a lottery-based experimental design to examine the impact of the model on longer term outcomes, including attainment of a postsecondary credential and academic performance in four-year institutions. Results show that a significantly higher proportion of early college students were attaining postsecondary credentials. The results also show that early college students were completing their degrees more rapidly but that their performance in four-year institutions was still comparable to the control students. [This is the online version of an article published in &quot;Educational Evaluation and Policy Analysis.&quot;]
Student Re-Engagement and Valuing of Mathematics Learning through an Intervention Program
Author: Kalogeropoulos, Penelope
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Intervention,Program Effectiveness,Mathematics Instruction,Underachievement,Teacher Attitudes,Foreign Countries,Positive Attitudes,Tutoring,Self Efficacy,Mathematics Achievement,Mastery Learning

This paper reports results from an investigation of the impact of an intervention program which was designed to help underperforming students reengage in mathematics learning. The paper outlines teacher and tutor perceptions of the program's impact on students who participated in the intervention which intends to &quot;get students ready&quot; for their subsequent mathematics lesson. Over the course of the iteration, the students' cognitive and behavioural engagement improved. Perhaps even more encouraging was the improvement in the students' dispositions, leading towards greater valuing of mathematics learning.
Students&apos; Ability to Solve Mental Rotation Items: Gender Perspective within a Disadvantaged Community
Author: Winarti, Destina Wahyu
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Processes,Spatial Ability,Cognitive Ability,Gender Differences,Disadvantaged Environment,Middle School Students,Foreign Countries,Developing Nations,Thinking Skills

Studies about gender difference in mental rotation ability are well documented in the context of developed countries; though not in developing or low-income ones. This paper examined students' mental rotation ability as a function of gender in a disadvantaged community in Indonesia. The Spatial Reasoning Instrument (SRI) was used to test 334 students (aged 13-14 years old) in an untimed test. The characteristics of the SRI items were analysed in relation to the gender difference. The results showed a significant difference in favour of males on both 2D and 3D mental rotation tasks. The effect of the task direction was mediated by gender; girls performed significantly lower than boys for the task with an implicit direction.
Place-Based Mathematics and Projection Augmented Landscape Models (PALM) on the Tiwi Islands: Building Powerful Aboriginal Hypothetical Learning Trajectory
Author: Rioux, Joël
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Place Based Education,Mathematics Education,Indigenous Populations,Indigenous Knowledge,Foreign Countries,Technology Uses in Education,Preservice Teachers,Geometry,Measurement,National Curriculum,Culturally Relevant Education

This paper presents an account of a new place-based education initiative using both the mathematical construct of hypothetical learning trajectory and the 3D printing technology or Projection Augmented Landscape Models (PALM), as a tool for learning. The goal of the pilot study is to create bridges between Aboriginal and Western ways of knowing and learning to enable academic success in the challenging area of mathematics. The project explores powerful ways to construct cultural learning trajectory in which Tiwi preservice teachers can apply their prior traditional knowledge to their learning and teaching of Western mathematical constructs, within the Australian curriculum strand of geometry/measurement. The outcomes of this unique Tiwi project are significant because it is an applied research project using 3D PALM technology for educational purposes, particularly knowledge exchange in Aboriginal contexts. This application is unique as such technology to date has been used largely in applications related to land management.