ethanporcaro/eric-fulltext-meta huggingface dataset:
Failing Another Generation: The Travesty of Roma Education in the Czech Republic
Author: Open Society Foundations (OSF)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Minority Group Students,Ethnic Groups,At Risk Students,Student Rights,Social Bias,Equal Education,Court Litigation,Educational Discrimination,Social Discrimination,Educational Quality

Roma children in the Czech Republic are funneled into so-called &quot;practical schools&quot;--dead-end institutions where they are taught a limited, low-level curriculum. The experience leaves students unqualified for all but the most basic jobs and traps generations in a cycle of poverty and hopelessness. In 1999, 18 children from the eastern Czech city of Ostrava challenged the system before the European Court of Human Rights. Their case, known as &quot;D.H. and Others v. Czech Republic,&quot; argued that Roma children were being targeted for discrimination and denied their basic right to quality education. In 2007, the European Court of Human Rights agreed. In a landmark judgment, the court demanded that the Czech government stop the segregation and redress its effect. But victory in court and real change are two different things. Roma children still face discrimination in the Czech school system. Most still end up in inadequate, third-rate schools. On the eve of the fifth anniversary of the judgment, the Open Society Justice Initiative commissioned photojournalist Stephanie Sinclair to collect the stories of the children who won the case. She found they now have children of their own--and they face an all too familiar fate.
Teaching during the COVID-19 Pandemic
Author: Barry, Dana M.
Date: 2020-06-25
Type: Reports - Descriptive
Subjects: Foreign Countries,Comparative Education,Teaching Methods,Distance Education,Higher Education,Technology Uses in Education,Videoconferencing,Educational Games,Game Based Learning,Electronic Learning,COVID-19,Pandemics,School Closing

The coronavirus pandemic has had a profound impact on teaching. As a result of the crisis, instructors world-wide had to quickly adapt and shift to remote teaching. This paper describes three useful methods of instruction used in Northern New York State Colleges (United States) and KOSEN's National Institute of Technology at Suzuka College (Japan), during the crisis. It also provides suggestions to enhance one's teaching experiences as well as students' learning during the pandemic. General information about the coronavirus is included too.
Experimentally Estimated Impacts of School Vouchers on Educational Attainments of Moderately and Severely Disadvantaged Students. Program on Education Policy and Governance Working Papers Series. PEPG 20-02
Author: Cheng, Albert
Date: 2020-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Educational Vouchers,Educational Attainment,School Choice,Economically Disadvantaged,Low Income Students,Minority Group Students,Family Income,Parent Background,Scholarships

Although qualitative research suggests that school choice and other interventions are more beneficial for moderately disadvantaged than severely deprived students, the subject has barely been explored by quantitative studies with either observational or experimental designs. We estimate experimentally the impact of a voucher offer on college attainment of poor minority students by household income and parental education. Estimates are obtained from a 1997 private, lottery-based voucher intervention in New York City. National Student Clearinghouse provided 2017 postsecondary outcomes. Positive impacts on moderately disadvantaged students do not extend to the severely deprived. [Additional support for this research was provided by the Hubbard Family Foundation and the Kovner Foundation.]
Identifying Issues and Challenges in Industrial Training among Psychology Undergraduates
Author: Hamdan, Iman Najihah
Date: 2020-00-00
Type: Journal Articles
Subjects: Internship Programs,Undergraduate Students,Psychology,Foreign Countries,Problems,Work Experience Programs

Among the initiatives to provide effective all-encompassing learning experience is by including internship or industrial training programmes for undergraduates. While it is expected to equip students with important work-related skills, it too could result in negative impacts if it is not being properly managed. This article presents the findings of a study which identified issues and challenges faced by Psychology undergraduates in Malaysia while completing their industrial training. Using qualitative research design, the study gathered information from nine participants who responded to standardized open-ended interviews. 11 major themes, categorised in three different issues and challenges have been identified, namely departmental-related, workplace/organisational-related and personal-related matters. The findings are expected to help scope the underlying issues and challenges of industrial training programme in local universities. The findings can inform the context of each problem which can be further understood and acknowledged by university officials, useful for them to design necessary interventions such as workshops to discuss the ways to improve industrial training system for university students.
Exploring the Attitudes of Native and Non-Native (Turkish) English-Speaking Parents towards Formal Instruction of English in Turkish Kindergartens
Author: San-Bozoglu, Nalan
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Speakers,Turkish,English (Second Language),Parent Attitudes,English Instruction,Kindergarten,Language Proficiency,Linguistic Input,Family Environment,Positive Attitudes,Teacher Qualifications,Preschool Children,Foreign Countries,Language Attitudes,Second Language Learning,Immersion Programs,Scaffolding (Teaching Technique),Language Acquisition,Parent Role

For many preschoolers in Turkish kindergartens, English instruction starts in the third year of their lives when they have barely begun to articulate their thoughts in their own mother tongue, Turkish. Parents have a dual role as models and decision makers in their children's foreign language education. As the fifteen participant parents of this study are either proficient non-native English speakers (NNEPs) or native English speakers (NEPs), they can provide linguistic input themselves and expose their children to limited or extensive input in different forms. Thus, this study aims to explore the attitudes of NEPs and NNEPs towards the formal instruction of English in Turkish kindergartens. Fifteen questionnaires and interviews were conducted to gather data using both qualitative and quantitative methods. The results demonstrated that all of the participants have positive attitudes towards their children's early initiation into English both in kindergartens and at home and they provide different kinds of scaffolding at home, including natural and self-provided input despite the fact that they mostly harbor a deep sense of mistrust in the qualifications of English teachers in Turkish kindergartens in general.
The Impact of Critical Literacy Instruction on Adult EFL Learners&apos; Reading Comprehension
Author: Kurt Taspinar, Havva
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Literacy,Adult Students,English (Second Language),Second Language Instruction,Literacy Education,Reading Comprehension,College Students,Foreign Countries,Language Tests,Second Language Learning,Reading Instruction,Instructional Effectiveness

This study aimed at unveiling the impact of genre-based critical literacy instruction on adult English as a Foreign Language (EFL) learners' reading comprehension. Twenty-three preparatory year students enrolled at a state university in the western part of Turkey volunteered to participate in this quasi-experimental study. The reading section of the Testing of English as a Foreign Language (TOEFL) was administered as the pretests and posttests. Following the pretests, a four-week genre-based reading instruction curriculum was implemented in both groups. In the experimental group, text critiquing activities were incorporated into instruction in addition to code breaking, text participating, and text using activities. In the control group, on the other hand, only code breaking, text participating, and text using activities were involved in the teaching process. At the end of the instruction process, the posttest was administered. The Related-Samples Wilcoxon Signed Rank Test and the Mann-Whitney U Test were used to analyze the data. The results of the study did not show a significant difference in the pretest and posttest scores of the experimental and control groups, which was not in line with the studies that have been previously conducted. This study implies that an extended intervention period is required to reach more definite results. Further research with a larger sampling is needed to examine the efficacy of critical literacy instruction.
Raising Awareness of EFL Teachers on Question Types and Pedagogical Goals: An Analysis through Classroom Modes
Author: Simsek, Asuman
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Recall (Psychology),Questioning Techniques,Private Colleges,Teacher Attitudes,Language Teachers,Educational Objectives,Audio Equipment,Video Technology,College Preparation,Classroom Communication,Foreign Countries

Questioning is one of the most frequent strategies used by teachers during classroom interaction. Therefore, teachers employ different type(s) of questions during classroom interaction due to the uniqueness of each language classroom. This study was conducted to identify the question types asked by teachers and discover the pedagogical goals of these questions. Besides, teachers' opinions regarding question types they asked during classroom were investigated. A mixed-method research design was followed. Quantitative data was gathered through a descriptive analysis of questions types used in the classroom. Qualitative data was obtained via semi-structured interviews and stimulated recalls based on classroom observations. Three EFL teachers working at a private university preparatory school participated in this study. Their classes were observed by one of the researchers three times. The video and audio recordings were analyzed and then semi-structured interviews and stimulated recalls were carried out. The results of the study yielded that referential and display questions were the two most common question types. While referential questions were common in classroom context mode, display questions were much more common than referential questions in materials mode. The number of referential questions mostly doubled the number of display questions in classroom context mode. Even though teachers are not aware of the name of the question types, they use the questions based on the pedagogic goals of the classroom.
An Evaluation of the English Preparatory Program at Istanbul Medeniyet University
Author: Atar, Cihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,English (Second Language),Second Language Instruction,Student Attitudes,Program Effectiveness,Gender Differences,Student Characteristics,Language Proficiency,Instructional Materials,Assignments,Evaluation,Teaching Methods,Learner Engagement,Educational Facilities,Required Courses,Elective Courses,Undergraduate Students

At Turkish universities, schools of foreign languages provide compulsory and voluntary language education for college students before they start their programs. This study aims to evaluate the program implemented for the English preparatory classes at Istanbul Medeniyet University, School of Foreign Languages during 2016-2017 academic year. This study has a mixed approach. 131 students and four instructors evaluated the program in terms of aspects such as the course materials, course contents, testing methods, assignments and the instructors. The data were collected via a questionnaire and semi-structured interview questions. The analysis of the questionnaire data was conducted via descriptive statistics and a descriptive analysis was carried out with the data from the interviews. The findings revealed that the participant students were indecisive about the effectiveness of the language program in general. Moreover, it was seen that the mean scores of the female students, the intermediate level students and the ones attending the program voluntarily were higher when compared with the males, the elementary level students and the ones attending the program obligatorily.
Perceptions on an EFL Teacher Education Program: Voices from Teacher Candidates
Author: Sürüç Sen, Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Second Language Instruction,English (Second Language),Preservice Teacher Education,Program Effectiveness,Second Language Programs

The present study aims to discover the perceptions of teacher candidates about a teacher education program, which is a reflection of the overall education system, in a foundation university based in Turkey. Since teacher candidates are part of the system of teacher education, it might be crucial to gather their insights about the program that they are provided with. In this light, this study examines teacher candidates (n=33) perceptions through a questionnaire, which has been prepared by using Peacock's (2009) evaluation model. In addition to the questionnaire, semi-structured interviews (n=3) have been held to gather in-depth qualitative data. This study might have implications for the evaluation of the ELT program from teacher candidates' point of view. The findings of the study indicate the participants' perceptions on the harmony among courses, balance of teacher and student centeredness, effectiveness of training on the usage and adaptation of materials, transferability of skills to the local context, etc. The teacher candidates also have revealed their thoughts on the strengths and weaknesses of the program while they come up with suggestions to overcome the weaknesses.
Racial and Ethnic Representation in Postsecondary Education. Research Report
Author: Monarrez, Tomas
Date: 2020-06-00
Type: Reports - Research
Subjects: Postsecondary Education,Access to Education,Race,Ethnicity,Disproportionate Representation,College Students,Student Characteristics,School Demography,African American Students,Hispanic American Students,Community Characteristics,White Students,Asian American Students,American Indian Students,Pacific Americans,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Black Colleges,Tribally Controlled Education,Land Grant Universities

The US population is becoming more educated, but large gaps in postsecondary attainment based on race or ethnicity remain, particularly at more selective colleges. As a growing number of jobs require a college degree, it is imperative to increase college access among all racial and ethnic groups. In this report, we examined whether different racial and ethnic groups have equal access to higher education by looking at representativeness across postsecondary institutions. We constructed a new measure that compares each college's racial and ethnic demographics with the demographics of the college's market, evaluating whether each racial or ethnic group is over- or underrepresented at individual colleges and college sectors, relative to that college's or sector's pool of potential students. We confirm the presence and persistence of large national gaps in representation and find that Black and Hispanic students are underrepresented at more selective schools in ways that cannot be explained by differences in community demographics.
Wait-Time in an English for Academic Purposes (EAP) Context: A Conversation Analytic Perspective
Author: Süt, Ayse Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Questioning Techniques,English for Academic Purposes,Classroom Communication,English Teachers,English (Second Language),Student Participation,Interaction,Higher Education,Foreign Countries,Second Language Learning,Asians,Foreign Students,Student Centered Learning,Instructional Effectiveness,Experienced Teachers,Native Speakers

This study aims to discover to what extent native ESL teachers utilize wait-time in their classes and to what extent wait-time gives way to more student contribution. Wait-time is considered as a part of classroom interactional competence, and relevant utilization of it may improve learning in the classroom. Accordingly, six classroom hours of data were analyzed via Conversation Analysis (CA) and whether teachers implement wait-time or not during their lessons were analyzed qualitatively. The participants of the research are teachers and students in a higher education setting in the UK. In order to analyze the data collected, all the videos were transcribed in accordance with the conventions of the Conversation Analysis (CA). The findings suggest that the teachers frequently implement wait-time in their classes. It has been found that wait-time usually leads to students' contribution in language classes, which may lead to creating space for interaction and language learning.
A Growing Presence: STEM Degree Attainment at Illinois Hispanic-Serving Community Colleges. Hispanic-Serving Community Colleges STEM Pipelines
Author: Velez, Angel L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,STEM Education,Hispanic American Students,Two Year College Students,Disproportionate Representation,Minority Group Students,Racial Differences,Ethnicity,Gender Differences,Institutional Characteristics,Racial Composition,Enrollment Trends,Public Colleges,Private Colleges,Student Characteristics,Academic Degrees,African American Students,Asian American Students,White Students,Intellectual Disciplines,American Indian Students,Pacific Islanders

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. This brief uncovers the most viable HSCC STEM pathways for Latinxs and other underrepresented minoritized students as well as which fields they are more likely to persist in, and the promising practices at HSCCs that provide transfer pathways leading to further education--on ramps to STEM baccalaureates. It focuses on STEM degrees conferred in Illinois by race and gender at three institutional types: (1) Hispanic-Serving Community Colleges (HSCCs), which are 2-year institutions with 25% Hispanic student enrollment or more; (2) Emerging HSCCs, which are 2-year institutions with 15% to 24.9% Hispanic student enrollment; and (3) Non-HSCCs, which are institutions with less than 15% Hispanic student enrollment.
Exploring Student and Teacher Usage Patterns Associated with Student Attrition in an Open Educational Resource-Supported Online Learning Platform
Author: Kim, Dongho
Date: 2020-06-13
Type: Reports - Research
Subjects: Behavior Patterns,Use Studies,Student Attrition,Open Educational Resources,Online Courses,Electronic Learning,Integrated Learning Systems,Secondary School Students,Learner Engagement,Pacing,Student Characteristics,Teacher Characteristics,Secondary School Mathematics,Learning Strategies,Video Technology,Secondary School Teachers

Online learning platforms integrating open educational resources (OERs) are increasingly adopted in secondary education as supplemental resources for teaching and learning. However, students report difficulties sustaining their engagement because of the self-paced nature of OER-supported learning environments. We noted that little attention has been paid to factors related to student perseverance and attrition in the learning environment. Little knowledge about these factors prevents discussion on how to promote OERs as pedagogical tools that complement the formal school curriculum. To address this research gap, we analyzed student- and teacher-level usage data, and demographic information. The purpose was to explore student- and teacher-level factors associated with the duration of student usage in Algebra Nation, an OER-supported online learning platform adopted in many secondary schools. The results revealed that at the student level, student engagement with video lectures, self-assessment, social tools, and additional videos relevant to solved test items significantly predicted student usage duration. At the teacher level, teachers' use of teacher resources was positively associated with student usage duration. An additional analysis of student and teacher total usage time indicated that, compared with heavy users, light and medium users were more likely to discontinue their engagement in the long term if their teachers did not use the platform. Based on our findings, we provide recommendations for promoting student engagement with OER-supported online learning in secondary education contexts. [This paper will be published in &quot;Computers and Education.&quot;]
Small but Serving Large: Hispanic-Serving Community Colleges and STEM Degree Attainment in New York. Hispanic-Serving Community Colleges STEM Pipelines
Author: Yeo, HyeJin Tina
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,STEM Education,Hispanic American Students,Two Year College Students,Disproportionate Representation,Minority Group Students,Racial Differences,Ethnicity,Gender Differences,Institutional Characteristics,Racial Composition,Enrollment Trends,Public Colleges,Private Colleges,Student Characteristics,Academic Degrees,African American Students,Asian American Students,White Students,Intellectual Disciplines,American Indian Students,Pacific Islanders

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. The literature largely notes Hispanic-serving institutions (HSIs) as four-year colleges and universities (Garcia, 2018; Núñez, Crisp, &amp; Elizondo, 2016). This brief uncovers the most viable HSCC STEM pathways for Latinxs and other underrepresented minoritized students. It also focuses on which fields these students are more likely to persist and the promising practices that provide transfer pathways leading to further education on-ramps to STEM baccalaureates. It concentrates on STEM degrees conferred in New York by race and gender at three institutional types: (1) Hispanic-Serving Communty Colleges (HSCCs), which are 2-year institutions with 25% Hispanic student enrollment or more; (2) Emerging HSCCs, which are 2-year institutions with 15% to 24.9% Hispanic student enrollment; and (3) Non-HSCCs, which are institutions with less than 15% Hispanic student enrollment.
STEM Degree Attainment at Hispanic-Serving Community Colleges in Texas. Hispanic-Serving Community Colleges STEM Pipelines
Author: Yeo, HyeJin Tina
Date: 2020-00-00
Type: Reports - Research
Subjects: STEM Education,Community Colleges,Two Year College Students,Hispanic American Students,Minority Group Students,Academic Degrees,Educational Attainment,Incidence,Racial Differences,Gender Differences

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. This brief uncovers the most viable HSCC STEM pathways for Latinxs and other underrepresented minoritized students as well as which fields they are more likely to persist in, and the promising practices at HSCCs that provide transfer pathways leading to further education--on ramps to STEM baccalaureates. It focuses on STEM degrees conferred in Texas by race and gender at three institutional types: (1) Hispanic-Serving Community Colleges (HSCCs), which are 2-year institutions with 25% Hispanic student enrollment or more; (2) Emerging HSCCs, which are 2-year institutions with 15% to 24.9% Hispanic student enrollment; and (3) Non-HSCCs, which are institutions with less than 15% Hispanic student enrollment.