ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Conversational Agents&apos; Language on Summary Writing
Author: Li, Haiying
Date: 2020-00-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Language Styles,Writing (Composition),Writing Improvement,Writing Instruction,Syntax,Connected Discourse,Language Usage,Foreign Countries,Adults

This study investigated how computer agents' language style affects summary writing in an Intelligent Tutoring System, called CSAL AutoTutor. Participants interacted with two computer agents in one of three language styles: (1) a &quot;formal&quot; language style; (2) an &quot;informal&quot; language style; and (3) a &quot;mixed&quot; language style. Primary results indicated that participants improved the quality of summary writing, spent less time writing summaries, and had lower syntactic complexity but more non-narrative summaries on posttest than pretest. However, this difference was not affected by the discourse formality that agents used during instruction. Results also showed participants rated peer summaries more accurately for cause/effect texts in the formal and mixed conditions, but generated summaries with lower referential cohesion in the informal condition on posttest than pretest. [This is the online version of an article published in &quot;Journal of Research on Technology in Education.&quot; For the published version of this article, see EJ1289203.]
Students Evaluation of EDU 2.0: A Case Study
Author: Tuncay, Nazime
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Student Attitudes,College Students,Program Evaluation,Efficiency,Foreign Countries,Distance Education,Teacher Education Programs,Instructional Effectiveness,Preferences,Web Based Instruction,Conventional Instruction

Not every learning management system has the same functions and the same characteristics; what is important is to choose the best one available for the students. Purpose of this study is to find out Education Students perspectives about the Edu 2.0 system. For this purpose, &quot;Undergraduate students (n=51) and Graduate students (N=9) evaluated the learning management system Edu 2.0. Their result was that the system is &quot;good&quot; for courses delivered in English; however it is not so efficient for Turkish courses.&quot;
Report to the Legislature on the California Classified School Employee Teacher Credentialing Program, December 2021
Author: California Commission on Teacher Credentialing
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Credentials,School Personnel,Public Schools,Teacher Shortage,Ethnicity,Racial Composition,Teacher Recruitment,Student Characteristics,Academic Achievement,Public School Teachers,Program Effectiveness,Labor Needs,Student Financial Aid,Barriers,COVID-19,Pandemics,Individual Characteristics,School Districts,College School Cooperation,Partnerships in Education,Teacher Education,Teacher Certification

Education Code §44393 (f) requires the Commission on Teacher Credentialing (Commission) to report to the Legislature annually regarding the California Classified School Employee Teacher Credentialing Program. The requirements of the report are specified in Education Code §44393 and must include the following: (1) The number of classified school employees recruited; (2) The number of classified school employees recruited who are subsequently employed as teachers in the public schools; (3) The degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education; and (4) The ethnic and racial composition of the participants in the program. Section I of this report includes information on the following topics for Round One, Program Year Five of the Classified Program: recruitment, academic progress, candidates prepared by subject area, number of credentials issued, and candidate demographics. Section II includes information on the following topics for Round Two, Program Year Four of the Classified Program: recruitment, academic progress, candidates prepared by subject area, number of credentials issued, and candidate demographics. [For the 2020 report, see ED610583.]
Exploring the Alignment of Behavior Screening Policies and Practices in US Public School Districts
Author: Auerbach, Emily R.
Date: 2020-00-00
Type: Reports - Research
Subjects: Public Schools,State Policy,Board of Education Policy,Social Behavior,Emotional Response,Affective Behavior,Screening Tests,Guides,School Districts,Geographic Location,Educational Practices

Background: Although recent studies provide information regarding state-level policies and district-level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state- and district-level policies and reported practices around school-based social, emotional, and behavioral screening. Methods: Data for the present study were obtained from three sources: (1) a recent systematic review of state department of education websites; (2) a national survey of 1,330 U.S. school districts; and (3) a web search and review of policy manuals published by the 1,330 school districts. Comparative analyses were used to identify similarities and differences across state and district policies and practices. Results: Of the 1,330 districts searched, 911 had policy manuals available for review; 87 of these policy manuals, which represented 10 states, met inclusion criteria and were thus included in analyses. Discrepancies were found across state and district policies and across state social, emotional, and behavioral screening guidance and district practices, but consistencies did exist across district policies within the same state. Conclusion: District-level guidance around social, emotional, and behavioral screening appears to be limited. The present findings suggest a disconnect between state- and district-level social, emotional, and behavioral screening guidance and district reported practices, which signifies the need to identify the main influences on district- and school-level screening practices. [This paper was published in &quot;Journal of School Health&quot; v90 n4 p264-270 2020 (EJ1245943).]
Supporting Paraprofessionals in Schools: Current Research and Practice
Author: Reddy, Linda A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Supervision,Personnel Evaluation,Professional Development,Intervention,Program Effectiveness,At Risk Students,Students with Disabilities

Paraprofessionals are increasingly hired in US schools to support the learning and behavior needs of students with or at risk for disabilities; despite receiving very limited professional development supports to enhance their skills in classrooms. The research base is lacking on effective paraprofessional professional development and intervention provision. This special issue is the first to showcase the current science and knowledge of such practices for paraprofessionals. The six articles included in the special issue offer the range and depth of work in this area. Two articles focus on practices of supervision and assessments for paraprofessionals and one article critically appraises the professional development research for paraprofessionals working with student with challenging behaviors. The final four articles examine the effectiveness of paraprofessional as implementers of interventions in classrooms. The studies in this special series offer insight and ideas on the next generation of paraprofessional research, practice and policy for the field. Finally, the special issue concludes with a commentary synthesizing the current work and offers &quot;big ideas&quot; for future development and validation initiatives. [This article was published in &quot;Psychology in the Schools&quot; (EJ1287342).]
COVID-19 Student Impacts: February 2021
Author: Ministry of Education (British Columbia)
Date: 2021-08-27
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Elementary Secondary Education,Conventional Instruction,Blended Learning,Program Effectiveness,At Risk Students,Students with Disabilities,Low Income Students,Foster Care,Intellectual Development,Well Being,Enrollment Trends,Delivery Systems,Attendance,Mental Health,Geographic Regions,Economic Impact,Home Schooling,Indigenous Populations,Public Schools,Private Schools,School Personnel,Grade Point Average,School Districts,Foreign Students,Teacher Attendance,Graduation Rate,Grade 12,Grade 10

The COVID-19 pandemic may be one of the greatest challenges our provincial education system has ever addressed. In the spring of 2020, many governments around the world ordered schools to suspend in-person instruction for most of their students, requiring education systems to pivot almost overnight to online or remote teaching and virtual education. Classrooms moved into living rooms, bedrooms, hallways and kitchens and most teacher-student interactions were tied to the availability or strength of an internet connection. According to an Angus Reid Institute poll (May 2020), more than 80% of Canadian students surveyed said they were attending school online. On March 17, 2020, British Columbia declared a provincial state of emergency due to the increasing number of cases of COVID-19. Public and independent schools in the province suspended in-classroom teaching in accordance with guidance from the Provincial Health Officer. BC was one of two K-12 educational systems in Canada to successfully restart in-class instruction in June 2020. In-class instruction was available to all students, with approximately 36% of kindergarten to grade 5 students and 16% of grades 6 to 12 students attending school in person on a part-time basis (school density targets in place). Most students continued their learning remotely on a district to district (and/or individual independent school) basis. At the time of the writing of this report (February 2021), there are jurisdictions across Canada and globally where schools have not yet reopened to in-person learning or have reopened only to close again in response to an increase in COVID-19 cases in the wider community. This report reviews evidence of learning impacts from the 2019/20 school year and documents the delivery of education and its impacts during the 2020/21 school year (up to February 2021), to support government and partners who must manage the educational consequences of this global pandemic. [The following are contributors to this report: Jon Duan, Lindsay Forestell, Sridevi Ganti, Nicole Gardner, Matthew Hall, Roger Hazleden, Karla Helgason, Jeremy Higgs, Karlic Ho, David Hosick, Pat McCrea, Bonnie Robert, and Brett Wilmer.]
Shut Out: The Need to Increase Access to the University of California and the California State University. Executive Summary
Author: Campaign for College Opportunity
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: State Universities,Access to Education,College Bound Students,College Freshmen,College Admission,Bachelors Degrees,Eligibility,Enrollment,Minority Group Students,Educational Policy,Admission Criteria,Equal Education

The value of a college degree continues to rise. A bachelor's degree in particular provides unrivaled economic and health benefits not just for the individual earning the degree, but for the entire state. Therefore, it is not surprising to see growing demand for a college education coupled with growing eligibility for California's public universities among high school students striving to attend. Unfortunately, students are being met by an increasingly competitive admissions environment and universities have responded to the growing number of applicants by raising the bar for admissions, especially as state funding to expand capacity fails to adequately fund every eligible student. California is fortunate to be one of the strongest states in the nation, with a diverse and young populace and a thriving economy built on innovation and knowledge fueled by universities. This can only be sustained by increasing college opportunity broadly and specifically, increasing completion of the bachelor's degree while closing gaps in access and completion by race/ethnicity and gender. This report provides an update on California's progress and persistent challenges related to freshman access to the UC and CSU. While there is some promising progress, there are still many concerns to realizing the goal of capitalizing on the growing talent in California seeking college opportunity. [For the full report, see ED616960.]
New Insights into the Back on Track Model&apos;s Effects on Opportunity Youth Outcomes: Opportunity Works Final Evaluation Report
Author: Anderson, Theresa
Date: 2019-07-00
Type: Reports - Research
Subjects: Out of School Youth,Youth Employment,Access to Education,Postsecondary Education,Career Pathways,Urban Programs,Program Effectiveness,Males,Minority Groups,Enrollment,Academic Persistence

Opportunity Works was a three-year effort led by Jobs for the Future to help opportunity youth--young people ages 16 to 24 who are not in school or meaningfully employed--access postsecondary and career pathways. Based on the Back on Track framework, seven cities across the country undertook collective impact approaches with diverse partners to provide supportive, enhanced preparation and postsecondary/career bridging for eligible young people, with a particular focus on young men of color. A quasi-experimental evaluation conducted by the Urban Institute in three Opportunity Works sites found large, consistent, positive effects on participants' postsecondary enrollment and increased connection with either education or employment about one year after program entry. Specifically, Opportunity Works participants were twice as likely to enroll in college and 25 percent more likely to be in either education or employment. Postsecondary results were even greater for young men of color, who were nearly six times as likely to enroll in college. This report also includes insights and lessons from qualitative field research. [This report was written with Adaeze Okoli and Natalie Spievack.]
Final Impact Report for Accelerating Opportunity. Research Report. Appendices
Author: Anderson, Theresa
Date: 2017-06-00
Type: Reports - Research
Subjects: Career Pathways,Adult Students,Community Colleges,Technical Institutes,Two Year College Students,Vocational Education,Adult Education,Student Characteristics,Education Work Relationship,Standards,Program Effectiveness

The &quot;Final Impact Report for Accelerating Opportunity&quot; study examined the effect of Accelerating Opportunity (AO) on education and employment outcomes for underprepared adult learners. Designed and led by Jobs for the Future and national partners, AO allowed adults with low basic skills to enroll in integrated career pathways at community and technical colleges. The quasi-experimental impact analysis shows that AO students earned more credentials while taking fewer credits, suggesting more efficient course-taking and accelerated learning. These achievements did not translate into labor market gains in the observed timeframe for all students, though AO had strong and sustained positive earnings impacts for some student subgroups. This document presents the following four appendixes that accompany the study: (1) Required Elements of AO and Theory of Change; (2) AO Student Characteristics by State; (3) Labor Market Impact Results Tables; (4) Balancing Tests; and (5) Standards for Causal Interpretation of Impact Results. [The University of Phoenix Foundation also funded the report. For the full report, see ED616953.]
CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)
Author: Zoghlami, Naouel, Ed.
Date: 2021-12-13
Type: Books
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Conferences (Gatherings),Professionalism,Conference Papers,Teaching Methods,Computer Software,Indo European Languages,Foreign Countries,Intercultural Communication,Computer Mediated Communication,International Educational Exchange,Cultural Awareness,Immigrants,English (Second Language),Distance Education,Computer Simulation,Irish,Chinese,English for Academic Purposes,French,Uncommonly Taught Languages,Information Technology,Pronunciation Instruction,Language Skills,Online Courses,Higher Education,Educational Technology

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was &quot;CALL &amp; Professionalisation&quot;. This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Current Status and Future Directions in Assessment of Paraprofessional Practices
Author: Lekwa, Adam J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Special Education,Personnel Evaluation,Evaluation Methods,Professional Development,Reliability,Construct Validity

Paraprofessionals have become a significant portion of the educational workforce for students with or at risk for needing, or receiving special educational services. Although best practice and federal legislation require supervision of paraprofessionals by certified professional educators, research indicates that supervision rendered to paraprofessionals is often ad hoc, infrequent, and not based on data. We critically examined the availability and validity evidence of existing assessment approaches (published or publically posted) for evaluation and monitoring of paraprofessional practices in schools in the United States. Overall results from a systematic review of research literature and a review of materials made available publically by schools yielded 14 assessment tools with a focus on 18 constructs. Each assessment lacked reliability and validity evidence, and had limited utility for guiding paraprofessional supervision and professional development. Based on the larger paraprofessional literature and availability of assessments, a framework of recommendations for measurement development and validation is proposed. Specifically, we offer suggestions for domains of practice and validation efforts for evaluating forms of reliability, construct validity, and consequential validity for new assessment approaches for these important school personnel. [This is the online version of an article published in &quot;Psychology in the Schools.&quot; For the final published version of this article, see EJ1287344.]
How College Contributes &quot;to&quot; Workforce Success: Employer Views on What Matters Most
Author: Finley, Ashley
Date: 2021-00-00
Type: Reports - Research
Subjects: Employer Attitudes,Job Performance,Success,Outcomes of Education,Personnel Selection,College Graduates,Age,Educational Attainment,Career Readiness,Employment Potential,General Education,Generational Differences,Job Skills,Postsecondary Education

&quot;How College Contributes to Workforce Success: Employer Views on What Matters Most&quot; presents findings from a wide-ranging survey of executives and hiring managers that was conducted in partnership with Hanover Research. The survey explored employers' views of what constitutes workforce preparedness, the educational outcomes and experiences they value most when making hiring decisions, and their perceptions of recent graduates' levels of preparedness for entry-level positions as well as for promotion and career advancement. The report also explores variations in employer views based on age and level of educational attainment. [Foreword written by Lynn Pasquerella.]
Relationship between Motor Skills and Social Skills in Preschool Children
Author: Ecevit, Rabia Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,Preschool Education,Interpersonal Competence,Gender Differences,Children,Norm Referenced Tests,Motor Development,Age Differences,Body Composition,Correlation,Foreign Countries

This study aimed to examine the relationship between motor skills and social skills of preschool children regarding to age, gender, and body mass indexes. A total of 160 typically developing preschool children from the 5-6 age groups participated in the study. The families of the children gave consent forms to participate in the study. The Test of Gross Motor Development, 3rd Edition tool (TGMD-III), and Preschool Social Skills Assessment Tool (PSSAT) were used in the study. We performed frequency and percentage analysis for descriptive statistics on the demographic characteristics of the participants. The researchers estimated the minimum, maximum, mean, and standard deviation values of the scales used in the study and the sub-dimensions of these scales. Skewness and kurtosis values for normality and applied Shapiro-Wilk (Normal Fit Test) were examined. We also calculated Cronbach's alpha values for the validity-reliability analysis of the Preschool Social Skills Assessment Tool. The data were analyzed using descriptive statistics and t-tests for gender and age comparisons, and Kruskal-Wallis analyses were employed to examine body mass indexes. We performed Pearson Correlation analysis to determine the relationship between motor skills and social skills. The result of the research showed that the motor skills of preschool children showed a significant difference according to the gender of the children (p&lt;0.05). Preschool children were exposed to a significant difference according to children's ages in terms of locomotor skills and total motor skills (p&lt;0.01). The social skills of these children revealed a statistically significant difference in line with their gender (p&lt;0.01). On the other hand, there was no statistically significant difference according to the age of the children (p&gt;0.05). The body mass index of preschool children's ground motor and social skills did not show a statistically significant difference according to their Body Mass Index (BMI) levels (p&gt;0.05). Our study could not identify a meaningful relationship between motor skills and the children's social skills (p&gt;0.05).