ethanporcaro/eric-fulltext-meta huggingface dataset:
Placement, Progress, and Promotion: ESL Assessment in California&apos;s Adult Schools
Author: Gonzalves, Lisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Education,Student Placement,English (Second Language),Second Language Instruction,Student Evaluation,Action Research,Adult Educators,Evaluation Methods,Language Proficiency,Educational Needs,Standards,Standardized Tests,Alignment (Education),School Policy,Literacy Education,Semi Structured Interviews,Student Promotion,Language Skills,Language Tests

In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own internally developed assessments to more accurately place students and subsequently to determine level promotion. Engaged in participatory action research, the researcher interviewed adult school staff to document their varying assessment policies and procedures of adult ESL learners, highlighting the agency-created assessments that provide critical information of students' language proficiencies and achievements. This study underscores the discrepancies between the state's policies and actual pedagogical needs, and it proposes ways to reconstruct how ESL assessment is conducted, such as making available a wider, more comprehensive base of assessments for schools to use, and proposing an updated, common set of standards for use statewide.
SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science
Author: Jolley, Allison
Date: 2012-02-00
Type: Journal Articles
Subjects: Earth Science,Oceanography,Student Attitudes,Student Surveys,Attitude Measures,Attitude Change,Factor Analysis,Student Motivation,Beliefs,Academic Achievement,College Students,Test Construction,Program Validation,Pretests Posttests,Likert Scales,Foreign Countries

This paper discusses the development and results of a new tool used for measuring shifts in students' perceptions of earth and ocean sciences called the Student Perceptions about Earth Sciences Survey (SPESS). The survey measures where students lie on the novice--expert continuum, and how their perceptions change after taking one or more earth and ocean science course(s). The survey is composed of 29 statements that have been validated with expert responses and student interviews. Factor analysis was used to group statements into seven categories, which provide instructors with valuable information to guide pedagogical change in their classes. Overall student perceptions in earth and ocean sciences show little change over the course of the term, in contrast to novice shifts in perceptions seen in other science disciplines. Students in earth and ocean sciences also do not display any gender differences, unlike those seen in these other disciplines. However, differences are seen between face-to-face and distance education versions of a course, between earth and ocean science majors and nonmajors, and between a community college and a large research institution. The former of each pair are more expert-like.
Bilingual Students&apos; Ideas and Conceptual Change about Slow Geomorphological Changes Caused by Water
Author: Martínez, Patricia
Date: 2012-02-00
Type: Journal Articles
Subjects: Elementary School Science,Earth Science,Water,Bilingual Students,Scientific Concepts,Concept Formation,Misconceptions,Grade 4,English Language Learners,Immersion Programs,Spanish Speaking,Geology,Science Instruction,Reading Skills,Freehand Drawing

This paper presents the results of an experiment investigating the development of elementary-school dual-language learners' conceptual knowledge about processes of erosion, deposition, and transportation caused by water movement. To elicit students' ideas, researchers asked students to answer four open-ended questions using written answers and/or drawings. Students' responses were analyzed, and misconceptions were organized in a systemic network. A semi-quantitative analysis was conducted to investigate changes in students' number of misconceptions as a result of a science and reading instructional sequence. Forty-nine fourth-grade students participated in this investigation. Eleven misconceptions were identified in relation to erosion processes. The science and reading intervention, which focused on the use of cognitive strategies, was effective at reducing the number of misconceptions students held. Changes in the number of misconceptions were significant for four misconceptions explaining slow geomorphological changes based on (1) unnatural explanations, such as magical or man-made explanations; (2) accumulation rather than erosion; (3) forces other than gravity cause water to move; and (4) nonlandform interpretation of terms. Particular aspects of the intervention that could explain these changes are discussed.
Successful Curriculum Development and Evaluation of Group Work in an Introductory Mineralogy Laboratory
Author: Dohaney, Jacqueline
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Curriculum Development,Cooperative Learning,Group Dynamics,Introductory Courses,Mineralogy,Laboratory Training,Teaching Methods,Evidence Based Practice,Feedback (Response),Curriculum Evaluation,Pretests Posttests,Student Surveys,Student Improvement,Scores,Student Satisfaction,Focus Groups,Achievement Gains

Mineralogy is a core topic for tertiary geoscience programs worldwide. We report on the use of laboratory group work as an effective and integral part of a new introductory mineralogy curriculum at the University of British Columbia. The new laboratory curriculum was developed by incorporating student feedback with evidence-based pedagogies. These pedagogies include (1) learning goal-based restructuring of content, (2) use of applied topics (e.g., economic mineralogy) and custom projects to promote student engagement, and (3) use of group work and group assessment in order to provide students with opportunities for peer-supported learning and meaningful feedback from teaching assistants (TAs). The new curriculum was evaluated by using a pre- and posttest system and anonymous student surveys in the 2008 and 2009 fall terms. The pre- and posttest results indicate that groups performed better than did individual students, with groups of three and four showing the most positive effects, albeit in different ways. In addition, successful collaboration within groups led to an overall improvement in student performance over the term, with most groups showing an overall larger &quot;success&quot; in the posttest than in the pretest, and the range in student scores within groups getting smaller (by members benefiting from group peer education). Student surveys showed student satisfaction with the new laboratory curriculum and the use of group work and group assessment. Future improvements include the use of a validated instrument in order better understand learning gains and better use or training of TAs to encourage and maintain positive group dynamics.
The Effectiveness of Rotating Tank Experiments in Teaching Undergraduate Courses in Atmospheres, Oceans, and Climate Sciences
Author: Mackin, Kathleen J.
Date: 2012-02-00
Type: Journal Articles
Subjects: Science Experiments,Laboratory Experiments,Science Laboratories,Demonstrations (Educational),Oceanography,Climate,Institutional Cooperation,Scientific Concepts,Concept Formation,Weather,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,College Science,Undergraduate Students,Online Surveys

While it is commonly recognized that laboratory experiments and demonstrations have made a considerable contribution to our understanding of fluid dynamics, few U.S. universities that offer courses in meteorology and/or oceanography provide opportunities for students to observe fluid experiments in the classroom. This article explores the evaluation results of a three-year, NSF-funded project in partnership with the Massachusetts Institute of Technology (MIT) and five universities nationally, to provide laboratory demonstrations, equipment, and curriculum materials for use in the teaching of atmospheres, oceans, and climate. The aim of the project was to offer instructors a repertoire of rotating tank experiments and a curriculum in fluid dynamics to better assist students in learning how to move between phenomena in the real world and basic principles of rotating fluid dynamics, which play a central role in determining the climate of the planet. The evaluation highlights the overwhelmingly positive responses from instructors and students who used the experiments, citing that the &quot;Weather in a Tank&quot; curriculum offered a less passive and more engaged and interactive teaching and learning environment. Results of three years of pre- and posttesting on measures of content related to atmospheres, oceans, and climate sciences with over 900 students in treatment and comparison conditions, revealed that the treatment groups consistently made greater gains at the posttest than the comparison groups, especially those students in introductory level courses and lab courses.
A Simple Modeling Tool and Exercises for Incoming Solar Radiation Demonstrations
Author: Werts, Scott
Date: 2011-11-00
Type: Journal Articles
Subjects: Earth Science,Astronomy,Geography,Science Instruction,Radiation,Science Tests,Program Effectiveness,Comparative Analysis,Models,Climate,Paleontology,Biology,Ecology,Program Evaluation,Teaching Methods,Introductory Courses,College Science,Lesson Plans

We present a MATLAB script INSOLATE.m that calculates insolation at the top of the atmosphere and the total amount of daylight during the year (and other quantities) with respect to geographic latitude and Earth's obliquity (axial tilt). The script output displays insolation values for an entire year on a three-dimensional graph. This tool facilitates classroom discussion of broadly based concept questions regarding the effect of insolation on seasonality and climate. It can be used to demonstrate insolation patterns and changes that apply to a wide range of sciences, including climatology, biology, ecology, planetary science, and green engineering. Students who used the script in class assignments in an introductory level Earth science course showed an overall 32% improvement in scores on associated test and quiz questions compared with students who did not use the script to demonstrate the effects of obliquity and latitude on insolation.
The Howard University Program in Atmospheric Sciences (HUPAS): A Program Exemplifying Diversity and Opportunity
Author: Morris, Vernon R.
Date: 2012-02-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Graduate Study,College Programs,Program Development,Program Descriptions,Doctoral Programs,Success,Performance Factors,Student Recruitment,Student Research,Barriers,Earth Science,College Faculty,Graduate Students

This paper discusses experiences and lessons learned from developing an interdisciplinary graduate program (IDP) during the last 10 y: The Howard University Graduate Program in Atmospheric Sciences (HUPAS). HUPAS is the first advanced degree program in the atmospheric sciences, or related fields such as meteorology and earth system sciences, instituted at a historically black college or university or minority-serving institution (MSI). The PhD program in atmospheric sciences was implemented in 1996 as a direct result of synergies between overlapping interests in initiating interdisciplinary programs within the Howard University Graduate School, and within a National Aeronautics and Space Administration (NASA)-funded university research center to produce greater institutional depth and breadth of research in the geosciences. The development of HUPAS has revitalized a significant segment of the Howard University research community, leveraged a significant level of funding for research and training, raised the visibility of the university in a vibrant area of research, and made a great impact on the national statistics for the production of underrepresented minority (URM) advanced degree holders in the atmospheric sciences. Though the HUPAS program is still in its infancy with respect to many well-established programs in atmospheric sciences and meteorology, it has benefited from a number of federal, state, and academic partnerships, which have led to increasing capacity development, improved resources for students, and research infrastructure enhancements. Specific examples of successful partnerships among HUPAS and federal funding agencies such as NASA and National Oceanic and Atmospheric Administration have been critical cornerstones in the development process. The student recruitment and retention strategies that have enabled the success of this program and statistics of student graduation during the last decade are discussed. Entering its tenth year, HUPAS has apparently overcome many of the pitfalls that plague the development of IDPs that draw their faculty from existing, traditional departments. It is hoped that the approaches and lessons learned and discussed in this paper may be illuminating and useful for others to emulate in the development of a similar IDP programs in atmospheric and other earth and environmental sciences, especially at MSIs and at institutions with small- to medium-sized graduate enrollments.
Developing and Applying a Set of Earth Science Literacy Principles
Author: Wysession, Michael E.
Date: 2012-05-00
Type: Journal Articles
Subjects: Scientific Literacy,Scientific Principles,Earth Science,Scientific Concepts,Standard Setting,Science Course Improvement Projects,Program Implementation,Elementary Secondary Education,Workshops

The 21st century will be defined by challenges such as understanding and preparing for climate change and ensuring the availability of resources such as water and energy, which are issues deeply rooted in Earth science. Understanding Earth science concepts is critical for humanity to successfully respond to these challenges and thrive in the decades to come. As part of efforts to address this, a new program called the Earth Science Literacy Initiative (ESLI) was formed in 2008 with funding from the National Science Foundation (NSF). Its task was to create a succinct document outlining what citizens should know about Earth science. This document, called the Earth Science Literacy Principles (ESLPs), has applications in both public and private arenas. For example, the ESLPs have been used to define the core ideas of both a middle school textbook program and a new set of K-12 science education standards. The ESLPs, which are founded in a broad representation of the geoscience community, based upon current research, and endorsed by major government, industry, and academic geoscience organizations, represent an effort by the Earth science community to create a coherent and fundamental set of big ideas and supporting concepts that represent our fields.
Increasing Expertise in Earth Science Education through Master&apos;s Education
Author: Huntoon, Jackie
Date: 2012-05-00
Type: Journal Articles
Subjects: Expertise,Earth Science,Masters Degrees,Masters Programs,Secondary School Science,Secondary School Teachers,Inservice Teacher Education,Program Development,Program Evaluation,Online Courses,Course Evaluation,Pretests Posttests,Course Descriptions,Capacity Building,Teacher Improvement,Semi Structured Interviews

The processes of developing and the results of testing a master's degree program designed to increase the number and quality of secondary-level earth science teachers are described in this paper. The master's program is intended to serve practicing secondary-level science and math teachers who lack subject-area endorsement in earth science. There is need for programs such as this because there is a nationwide shortage of qualified earth science teachers. By targeting teachers who are already trained and certified in science or math, the program can focus solely on earth science content and pedagogical content knowledge. The program can be completed in 2 y via online academic-year instruction and on-campus or field-based training during summers. Completion of the master's program satisfies teachers' need for ongoing professional development. A group of teachers pilot-tested the master's curriculum and participated in qualitative and quantitative evaluation activities. The program is recognized by the state of Michigan as a path to subject-area endorsement in earth science. All materials developed for the program are available online and will be made available to others who wish to use it as a model for development of similar programs.
Broadening Diversity in the Geosciences through Teacher-Student Workshops That Emphasize Community-Based Research Projects
Author: Murray, Kent S.
Date: 2012-05-00
Type: Journal Articles
Subjects: Research Projects,Earth Science,Workshops,Middle School Students,At Risk Students,Minority Group Students,High School Students,Environmental Education,Science and Society,Program Descriptions,Learning Activities,Program Evaluation,Likert Scales,Questionnaires,Focus Groups,Beliefs,Participant Satisfaction,College School Cooperation,Community Problems,Problem Based Learning,Summer Science Programs,Middle School Teachers,Graduate Students,College Faculty

The Geosciences Institute for Research and Education at the University of Michigan-Dearborn has been an example of a successful and effective model in increasing the participation of underrepresented groups in the geosciences. The program emphasizes involving middle school and at-risk high school students from the Detroit area public schools, along with their teachers in geoscience research projects, through a series of spring and summer workshops. The workshops introduce students to the geosciences by emphasizing how geology can be used as a tool to solve community-based environmental problems. Students work alongside their teachers and university faculty on projects ranging from an assessment of brownfield sites in southwestern Detroit to the installation of groundwater monitoring wells to the evaluation of how former land use is impacting groundwater and surface water quality. Spring workshops focused on students from three African-centered middle schools in Detroit, while the summer workshops focused more on middle school and high school teacher training, but included a small group of middle school and high school students. Instruments used to evaluate the effectiveness of the workshops included the Science Teaching Efficacy Belief Instrument, the Geoscience Concept Inventory, and survey questions from the Watershed Task. Pre- and postworkshop questionnaires and separate teacher-student focus groups demonstrate that we have not only increased student awareness of the geosciences, but we have also motivated students to pursue career opportunities in science. For example, more than half of the students completing the workshop (boys and girls alike) have expressed a strong interest in pursuing a career in the geosciences. Since its inception in 2005, we have reached over 100 middle and high school students, and 75 teachers. During this same period, the Earth Science major at the University of Michigan-Dearborn has tripled in size, and we have quadrupled the number of minority students taking introductory geology courses.
Getting ER into the Curriculum: No More Excuses!
Author: Ewert, Doreen
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Second Language Instruction,Second Language Learning,Program Implementation,Reading Materials,Reading Programs,Reading Interests

Extensive reading (ER) is a research and theory-supported approach for language and reading development in an additional language, yet its implementation is limited, particularly in English-dominant contexts. This article addresses many of the uncertainties and perceived obstacles to adding ER to a language curriculum. After reviewing relevant aspects of L2 learning in general, L2 reading more specifically, and the compelling results of recent research on ER itself, the author provides suggestions regarding the implementation of ER. These include addressing issues of the teacher's role, ER materials, and assessment.
School Enrolment and Attendance for Children with Disabilities in Kenya: An Examination of Household Survey Data
Author: Moyi, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Enrollment,Attendance,Disabilities,Foreign Countries,National Surveys,Attendance Patterns,Children,Low Income

While evidence confirms that children with disabilities face significant obstacles to schooling, especially in low-income countries like Kenya, there is limited empirical research on which to develop policy. The government of Kenya has long neglected the plight of people with disabilities. Despite numerous policy recommendations from the various education commissions, few, if any, have been fully implemented. Despite the rich information that may inform policy, household surveys are an overlooked source of data on children with disabilities. Therefore, using two sources of household survey data, this paper examines school enrolment and attendance patterns for children with disabilities in Kenya. The evidence suggests lower school participation for children with disabilities. This may be due to the limited availability of educational services. Despite the need for educational services, the analysis also shows that the majority of children with disabilities were not aware of any of the services offered by the government.
Insights into Student Listening from Paused Transcription
Author: Sheppard, Beth
Date: 2017-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Teaching Methods,Second Language Learning,Second Language Instruction,Mixed Methods Research,Student Needs,Language Tests,Intensive Language Courses,English (Second Language),Error Analysis (Language),College Students,Phonemes,Phrase Structure,Transcripts (Written Records)

Listening comprehension is an essential and challenging skill for language learners, and listening instruction can also be a challenge for language instructors, since they have little access to the listening process inside students' minds. Greater knowledge about what learners perceive when they listen could help language teachers better tailor their instruction to student needs. In this mixed-methods study, students at 2 proficiency levels participated in a listening test based on Field's paused transcription method (2008a, 2008c, 2011). Results were analyzed quantitatively on the basis of student and text level, word class, and articulation rate. Transcription errors were analyzed qualitatively to identify patterns of mishearing. Paused transcription is recommended as a classroom activity to identify and raise awareness of student listening challenges.