ethanporcaro/eric-fulltext-meta huggingface dataset:
Employment Outcomes at California Colleges: Improving Information for Students, Schools, and Policymakers
Author: Perry, Angela
Date: 2019-12-03
Type: Reports - Evaluative
Subjects: Education Work Relationship,Access to Information,Wages,Data Collection,Information Management,College Students,Usability,Databases,Statewide Planning,Student Records,Outcomes of Education,Public Colleges,Private Colleges,Centralization,Data Use,Decision Making,Labor Force,Privacy,Information Security,Policy Formation,Employment,Insurance,Unemployment

California has long been a national and global leader in developing and maintaining quality higher education options, as well as in providing financial aid and consumer protections for Californians who access that education. However, although California's colleges and the state government do collect, receive, and report a great deal of data, these data have not been effectively connected to present accurate, understandable, and comparable employment outcomes information in a transparent way for policymakers, students and families, institutions, researchers, and others. In the absence of a statewide data system in California, the California Community Colleges (CCC), California State University (CSU), and University of California (UC) have each initiated their own independent efforts to share higher education outcomes data. However, the data each independently share are slightly different, and there is no consistency in format or presentation among any of the segments. The result is that higher education employment outcomes data available in California are not comparable because of inconsistency in data definitions and reporting between the segments and individual schools; incomplete because it does not include vital elements that students and policymakers need to know; and inaccessible because it is not housed centrally for statewide use. This report provides an overview of higher education employment outcomes data currently available in California, highlights where data are lacking, and makes recommendations for the state to improve the data's availability, comparability, and usability by: (1) Creating and developing a secure, private, central statewide database that collects and houses studentlevel education, employment, and wage data for all higher education institutions in California; (2) Even in the absence of a statewide database, making verified employment and wage outcomes data newly available to students at private schools by requiring that the Bureau for Private Postsecondary Education (BPPE) and the Employment Development Department (EDD) share data in the same way that public segments do; and (3) Creating a publicly accessible dashboard that presents accurate, comparable education employment outcomes data by school and by program. In addition, this report also highlights qualities of several systems developed in other states, which can serve as examples as California develops a model statewide system.[This report was written with assistance from Debbie Cochrane, Lindsay Alhman, Neha Dalal, Veronica Gonzalez, and Jessica Thompson.]
The European University Tandem Project -- An Integrated Online Platform to Foster Intercultural Language Exchanges across Europe (and Beyond)
Author: Bohm, Anke
Date: 2019-05-06
Type: Reports - Descriptive
Subjects: Computer Mediated Communication,Program Descriptions,Intercultural Communication,Second Language Instruction,Second Language Learning,Independent Study,Universities,International Educational Exchange,Interpersonal Communication,Academic Language,Language Proficiency,Foreign Countries,Cooperative Learning,College Students,Management Systems,Academic Achievement,Computer Assisted Instruction,Guidelines,Rating Scales

Language learning in tandem exchanges offers students a wealth of learning opportunities that are characterised by reciprocal and autonomous learning and foster authentic communication (Brammerts, 2001). Increasingly, these encounters take place online and, in this context, the EU-funded European University Tandem (EUniTa) project developed an integrated online platform which is specifically targeted at university students. Based on Web Real-Time Communications (WebRTC) technology, the platform offers students the chance to find a tandem partner and work with a range of materials designed to support the tandem exchanges. In this article, we will outline some key principles of learning in online tandem exchanges, introduce the main features of the EUniTa platform and discuss the development of the materials which were designed to foster students' Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Challenging, Supporting, and Empowering Students in IWLP Beginners&apos; Classes: A Teaching and Learning Response to Internationalisation
Author: Nader, Alison
Date: 2019-05-06
Type: Speeches/Meeting Papers
Subjects: College Second Language Programs,Second Language Learning,Second Language Instruction,Foreign Countries,Foreign Students,Student Attitudes,Feedback (Response),French,Guidelines,Rating Scales,Teaching Methods,Student Evaluation,Evaluation Methods,Learning Processes,International Education,Program Descriptions,Curriculum Development,Grades (Scholastic),Language Tests,Comparative Analysis,Introductory Courses

Institution-Wide Language Programme (IWLP) modules are a popular option for international students at the University of Reading. Student feedback and module results show that some of these students face particular challenges in relation to their peers. In this paper, we describe how a team teaching Beginners French -- Common European Framework of Reference (CEFR) level A1 -- addressed this issue. More specifically, we focus on the development of a new module with integrated support and differentiated assessment as well as student feedback and suggestions for curriculum enhancement. We demonstrate how minor module and assessment modifications enabled the team to support students who might have dropped out or become discouraged and at the same time raise the level of challenge for all students whatever their background. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Paradox 2018: Diversification of Learners, Contexts, and Modes of Delivery Necessitates Application of Universal Learning Principles
Author: Masuhara, Hitomi
Date: 2019-05-06
Type: Reports - Descriptive
Subjects: Second Language Learning,Language Acquisition,English,Global Approach,Multilingualism,Individual Needs,Lifelong Learning,Student Diversity,Educational Environment,Curriculum Development,Instructional Materials,Direct Instruction,Blended Learning,Online Courses,Synchronous Communication,Delivery Systems,Language of Instruction

The current challenges for languages in higher education may be summarised as: global and local socio-political changes; diversity of learners with different life-long and life-wide needs and wants; demands for effectiveness, accountability, and employability of our language provision; different modes of delivery at different times and forms; and digital and non-digital delivery and quality assurance. Depending on the individual learners, learning and teaching contexts and modes of delivery, teaching materials and approaches will be different. When we conduct a systematic evaluation of available commercial materials, regardless of their trendy disguises, they tend to be reincarnated clones of popular coursebooks based on traditional syllabuses that assume face-to-face classroom delivery. These materials may come with additional digital materials but they seem to focus on the mechanical aspects of language (e.g. quizzes of discrete item knowledge). How can we ensure the quality and effectiveness of our provision as well as satisfy the diverse learner needs and wants when using different modes of delivery? Whatever approaches we decide to take, the answer paradoxically emerges from our wisdom and efforts in the adaptation and development of materials based on fundamental and universal learning principles that reflect current understanding in second language acquisition. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Student-Led Grammar Revision: Empowering First Year Spanish Beginner Students to Facilitate Their Own Learning
Author: Bonelli, Nadezhda
Date: 2019-05-06
Type: Reports - Descriptive
Subjects: Spanish,Second Language Learning,Second Language Instruction,High School Students,Student Projects,Active Learning,Core Curriculum,Problem Solving,Innovation,Risk,Teaching Methods,Cooperative Learning,Quality Assurance,Educational Quality,Introductory Courses,Language Tests,Teacher Collaboration,Language Teachers,Formative Evaluation,Foreign Countries,Undergraduate Students,Grammar,Guidelines,Rating Scales,Skill Development

This paper presents an innovative project-based learning activity meant to support language beginner students to develop, via their core curriculum, five enterprise capabilities (&quot;authentic problem-solving;&quot; &quot;innovation and creativity;&quot; &quot;risk-taking;&quot; &quot;taking action;&quot; and &quot;true collaboration&quot;), formulated at the University of Sheffield after Quality Assurance Agency (QAA) guidance and based on best UK government policy and sector practice. Within the written language component of a first year Spanish language beginners' course in Hispanic studies, students undertake an optional formative exercise towards their examination preparation: preparing and delivering presentations on key aspects of the Spanish language to be employed firstly with classmates and subsequently with Year 9 to Year 12 (Y9-Y12) students in local schools, responding to requirements developed collaboratively by school teachers and the language tutor. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Awareness Poster Campaign for the Development of Presentation Skills in Spanish
Author: López, Elia Lorena
Date: 2019-05-06
Type: Reports - Research
Subjects: Spanish,Second Language Learning,Second Language Instruction,Student Projects,Active Learning,Oral Language,Speech Communication,Visual Aids,Task Analysis,Performance Based Assessment,Summative Evaluation,Social Media,College Second Language Programs,Foreign Countries,Undergraduate Students,Communicative Competence (Languages)

This paper describes a project-based oral activity trialled with Year 1 and Year 2 students of the Spanish Degree Programme at the University of York. The objective of the activity aimed to develop students' speaking confidence through the completion of an authentic task based on the concept of authentic assessment. This task was implemented during the academic year 2017-18 and consisted of students developing poster campaigns with a slogan and hashtag that they would subsequently justify during their presentation. The task had outstanding results as students benefited from practising a range of practical skills and reported it to be a very rewarding experience. As a result, it is intended that this activity will now be integrated in oral summative assessments for the modules in which this task was trialled. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Student and Exchange Visitor Program: DHS Can Take Additional Steps to Manage Fraud Risks Related to School Recertification and Program Oversight. Report to Congressional Requesters. GAO-19-297
Author: Shea, Rebecca
Date: 2019-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Deception,Student Exchange Programs,Foreign Students,Public Agencies,Certification,Risk Management,Compliance (Legal),Immigration,Schools

As of March 2018, more than 1.2 million foreign students in the United States were enrolled in 8,774 schools certified by the Student and Exchange Visitor Program (SEVP). The U.S. Immigration and Customs Enforcement (ICE) is responsible for managing SEVP, which certifies schools to enroll foreign students. Various ICE offices have a role in preventing, detecting, and responding to potential fraud in the program. GAO was asked to review potential vulnerabilities to fraud in SEVP. GAO examined, among other things, the extent to which ICE (1) implemented controls to address fraud risks in the school certification and recertification processes and (2) implemented fraud risk controls related to DSO training. GAO analyzed ICE policies and documentation, including fraud risk guidance and procedures for school certification and recertification; analyzed 2013 through 2017 recertification data; and interviewed officials from five ICE field offices that GAO selected based on their experience investigating program fraud. The Department of Homeland Security's (DHS) U.S. Immigration and Customs Enforcement (ICE) identified several fraud risks to the Student and Exchange Visitor Program (SEVP). ICE has implemented controls to address fraud risks related to school certification, but long-standing delays in recertifying these schools exacerbate fraud risks. By statute and regulation, ICE must conduct recertification reviews every 2 years to ensure that schools continue to meet program requirements-- an important fraud risk control. Between 2013 and 2017, ICE recertified about 12,900 schools. However, according to ICE officials, they have been unable to meet the 2-year time frame and, as of June 2018, had 3,281 recertification petitions waiting for review. To help manage its queue, ICE has lengthened the period between recertification reviews by extending schools' certification expiration dates by 180 days, which is inconsistent with its regulation and may allow fraudulent schools to operate longer without detection. GAO is making seven recommendations, including that ICE (1) notify schools 180 days prior to the 2-year certification expiration date, as required, and evaluate whether additional resources for recertification are needed, and (2) develop a plan to implement fraud-specific training for DSOs. ICE concurred with all of GAO's recommendations.
Becoming a More Active and Creative Language Learner with Digital Tools
Author: Kurose, Mikiko
Date: 2019-05-06
Type: Reports - Descriptive
Subjects: Task Analysis,Second Language Learning,Second Language Instruction,Japanese,Personal Autonomy,Teaching Methods,Guidelines,Foreign Countries,Cognitive Style,Information Technology,College Students,Asians,Student Participation,Classroom Communication,Creativity,Learning Motivation,Instructional Materials,Computer Assisted Instruction,Rating Scales,Language Proficiency

Interacting with peers can be difficult for some students, due to their personality as well as to their learning styles. This paper shows how the Task-Based Approach (TBA) can be implemented and how digital resources can be used in language teaching and learning to enhance the students' experience and foster autonomy. To do so, I describe tasks I implemented for university students at A2/B1 level Japanese -- Common European Framework of Reference (CEFR) -- delivered to a group of mainly Chinese students. Chinese students seem to be reluctant to speak up and share their opinions in class (Wu, 2015), which needed to be addressed in language classes. In order to encourage them to be more active and creative, TBA was deployed to help students perform tasks while using authentic materials, including online materials as well as digital tools to give more exposure to natural language. By adopting this method, language learning can be more heuristic for learners to achieve their learning goals, and students can be more engaged and motivated in tasks. At the same time, it was observed that students became more proactive to use prelearned language in more contextualised situations and showed more originality as a result. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Process Drama and Theatre in the Learning of Italian. The Case of &apos;I Promessi sposi di Birmingham, un &quot;romanzo criminale&quot;&apos;
Author: Di Maio, Fabrizio
Date: 2019-05-06
Type: Reports - Research
Subjects: Drama,Theater Arts,Italian,Second Language Learning,Second Language Instruction,Teaching Experience,Language Usage,Creative Activities,Teaching Methods,Reflection,Advanced Students,Computer Assisted Instruction,Student Attitudes,Undergraduate Students,Foreign Countries,Scripts,Audiences,Learning Experience

This paper illustrates the use of two language-teaching and learning methods (process drama and theatre) in a class of Italian. Process drama is based on improvisation, over-identification, and dramatisation from a short set of coordinates that students can read just a few minutes before the activity that will be later performed in class (see Dunn, 2016; Giebert, 2014; Hulse &amp; Owens, 2017; Jun, 2001; Kao &amp; O'Neill, 1998; O'Neill, 1995; Piazzoli, 2010; Pirola, 2011). Theatre, on the contrary, is based on a script; it involves actors, a director, costumes, set, props, and an audience (see, Fonio, 2012; Guerra &amp; Militello, 2011; Marini-Maio &amp; Ryan-Scheutz, 2010). These methods promote different learning experiences and through reflection on my teaching experience I demonstrate how both process drama and theatre can enrich the student experience and foster a creative and imaginative use of the foreign language in and outside the classroom. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
2017 Impacts: The Expanded Food and Nutrition Education Program (EFNEP). Improving Nutritional Security through Education
Author: National Institute of Food and Agriculture (USDA)
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Nutrition Instruction,Foods Instruction,Nutrition,Food,Nonschool Educational Programs,Low Income Groups,Minority Groups,Federal Programs,Extension Education,Access to Education,Program Effectiveness,Dietetics,Health Education,Behavior Change

Nutrition insecurity, reflected by poor nutrition, limited physical activity, unsafe food practices, and food insecurity, is a significant national health concern. Poor health disproportionately affects minority and low-income populations. The Expanded Food and Nutrition Education Program (EFNEP) is the nation's first nutrition education program for low-income populations and remains at the forefront of nutrition education efforts to reduce nutrition insecurity of low-income families and youth today. Funded by the USDA's National Institute of Food and Agriculture (NIFA), EFNEP uses education to support program participants' efforts toward self-sufficiency and nutritional health and well-being. EFNEP also combines hands on learning, applied science, and program data to improve program effectiveness, efficiency, and accountability. Collectively, 76 land-grant institutions deliver EFNEP through Cooperative Extension. EFNEP operates within the larger context of existing non-profit, public, and federal nutrition education programs. EFNEP reaches an average of over 500,000 low-income adults and youth in rural and urban communities each year. EFNEP trains peer educators to teach low-income families to develop healthier behaviors. Peer educators help families understand and apply credible and practical nutrition information. Annual data consistently indicates that more than 90 percent of adult EFNEP participants report improved behaviors following program involvement. Although research is limited, there is some evidence that improved behaviors are sustained. This report provides statistical information on the following topics: (1) Reaching Low Income Families; (2) Reaching Diverse Populations; (3) Saving Money/Improving Diets; and (4) Changing Adult Behavior/Influencing Youth.
Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial
Author: Herman, Keith C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Participation,Randomized Controlled Trials,Program Effectiveness,Intervention,Inservice Teacher Education,Teacher Education Programs,Achievement Tests,Student Behavior,Behavior Problems,Kindergarten,Grade 1,Grade 2,Grade 3,Elementary School Teachers

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. [This article was published in &quot;School Psychology Quarterly&quot; (EJ1134243).]
Incorporating D2L and Google Docs in Language Teaching and Learning
Author: Li, Miao
Date: 2019-05-06
Type: Reports - Research
Subjects: Foreign Countries,Feedback (Response),Computer Software,Second Language Learning,Second Language Instruction,French,College Students,Teaching Methods,Technology Integration,Instructional Effectiveness,Inclusion,Student Participation,Creativity,Active Learning,Computer Assisted Instruction

The present paper discusses ways of incorporating two digital tools, Desire2Learn (D2L) and Google Docs, in language teaching and learning. Data were collected from four French language modules offered at the University of Calgary. Through the analysis of the tutor's observations and module evaluations, this paper explores the effectiveness of these tools in helping learners and instructors to move beyond the walls of the classrooms, and to work towards creating an active and learner-oriented environment. Results obtained reveal that both tools contributed to creating an inclusive learning environment and facilitated student participation and instructor's feedback. The author suggests that some pedagogical interventions could be applied to enhance the effectiveness of these tools. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]