ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Work-Based Learning in VET and Tertiary Education: Evidence from the 2016 EU Labour Force Survey. Cedefop Research Paper. No 80
Author: Cedefop - European Centre for the Development of Vocational Training, Department for Skills and Labour Market (DSL)
Date: 2021-00-00
Type: Reports - Research
Subjects: Workplace Learning,Vocational Education,Foreign Countries,Labor Market,Education Work Relationship,Graduates,Student Characteristics,Educational Attainment,Outcomes of Education,Employment Patterns,Demography,Incidence,Apprenticeships,Job Training,Trainees,Gender Differences,Age Differences,Employment Level,Skilled Occupations,Skilled Workers,Employment Experience,Job Satisfaction,Job Security

Work-based learning (WBL) has risen rapidly in the policy agenda over recent years in the European Union. Efforts to strengthen WBL, particularly in vocational education and training (VET), are increasingly common throughout European countries. This report analyses the 2016 EU labour force survey (EU-LFS) ad hoc module, which covers the topic of young people on the labour market. The report focuses on WBL in formal initial education and training. It aims to provide EU-wide updated statistical evidence addressing key aspects: how many young graduates experienced work-based learning as part of their highest education attained, particularly in VET and in tertiary education; who they are; and how well they do on the labour market, in comparison with their counterparts who have not participated in WBL.
Vocational Education and Training in Portugal. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Secondary Education,Adult Education,COVID-19,Pandemics,Job Skills,Job Training,Demography,Economic Factors,Labor Market,Labor Needs,Employment,Unemployment,Educational Attainment,Postsecondary Education,Higher Education,At Risk Persons,Nonformal Education,Informal Education,Educational Finance,Governance,Vocational Education Teachers,Faculty Development,Educational Policy,Quality Assurance,Accreditation (Institutions),Incentives,Counseling,Immigrants,Disabilities,Guidance

This short description contributes to better understanding of vocational education and training (VET) in Portugal, by providing insight into its distinctive features and highlighting system developments and current challenges. VET in Portugal offers a wide range of programmes, flexible in type and duration. Promoting equal opportunities and supporting the integration of vulnerable groups are main features of the system. Some 40% of learners in secondary education undertake a VET programme. The national qualifications system has reorganised VET into a single system in which programmes lead to a double certification. VET for adults is an integral part of the national qualification system, having education and training programmes for adults and recognition and validation of prior learning as key elements. Responding to the challenges posed by the Covid-19 pandemic, Portugal has increased its focus on revitalising adult learning by supporting both the up- and reskilling of adults and the transition towards a digital economy.
Evolving Community Schools and Transforming Student/Learning Supports. A Center Report
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Improvement,Community Services,Systems Approach,School Community Relationship,Institutional Mission,Governance,Sustainability,Family Involvement,Barriers,Power Structure

This report underscores that the prevailing view of community schools is &quot;just a beginning&quot; for their ongoing development and contribution to improving schools. We stress that defining the initiative as a &quot;community-based effort to coordinate and integrate ... services&quot; raises some concerns and limits their evolution. We illustrate this by highlighting that the movement to link community services to schools inadvertently has worked against efforts to catalyze a much needed transformation in how schools address barriers to learning and teaching. With respect to community school's moving forward, we focus on system building that includes an emphasis on transforming student/learning supports and that is pursued by school-home-community collaboratives. The process is described as requiring an expanded framework for school improvement policy that coalesces school and community resources into a unified, comprehensive, and equitable system of interventions by weaving together overlapping institutional missions and resources. Key challenges for those committed to developing comprehensive and equitable community schools are discussed as including (1) outreach to a wide range of community resources, (2) adopting shared governance and functions, (3) establishing an effective and sustainable collaborative infrastructure, and (4) connecting &quot;families&quot; of community schools to address common concerns and achieve economies of scale.
Easy as AcHGzrjq: The Quick Letter Name Knowledge Assessment
Author: Tortorelli, Laura S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Kindergarten,Alphabets,Emergent Literacy,Reading Tests,Screening Tests,Benchmarking,Scoring,Test Interpretation

Preschool and kindergarten teachers can assess and monitor their students' letter name knowledge in less than a minute per student using the freely available Quick Letter Name Knowledge assessment. The purpose of this article is to introduce the Quick Letter Name Knowledge assessment to early childhood educational practitioners. [This article was published in &quot;The Reading Teacher&quot; (EJ1152823).]
Speaking to Machines: Motivating Speaking through Oral Interaction with Intelligent Assistants
Author: Underwood, Joshua
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Audio Equipment,Second Language Learning,Second Language Instruction,Student Motivation,Educational Benefits,Artificial Intelligence,Dialogs (Language),Computer Software,Teaching Methods,Technology Uses in Education,Feedback (Response),Pronunciation Instruction,Intelligent Tutoring Systems

Voice interaction assistants, such as &quot;Siri,&quot; &quot;Alexa,&quot; or &quot;Google Assistant,&quot; offer new opportunities to create meaningful, fun tasks for language learning that require accurate spoken production. Designing good tasks requires an understanding of the learning context and needs as well as the interactional opportunities, constraints, and risks associated with any particular technology. Recent studies suggest that instead of imagining home assistant voice interfaces as conversational, designers should think in terms of single turn request and response dialogues in which the response often serves as a resource that supports some other ongoing activity. For example, asking '&quot;Alexa,&quot; how do you spell awkward?' while writing an essay by hand, or checking a fact ('Hey Google, what's the population of London?') while arguing with another human. People mainly use voice interaction to get things done quickly and easily, to support other activities, and for social fun. This chapter provides examples of how language teachers use Intelligent Assistants (IA) as classroom assistants and to motivate speaking. It then discusses the benefits of and potential issues with using IA in the language learning classroom. [For the complete volume, see ED612143.]
Automatic Speech Recognition: Can You Understand Me?
Author: Pérez Castillejo, Susana
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Automation,Assistive Technology,Educational Technology,Speech Communication,Pronunciation Instruction,Affordances,Feedback (Response),Accuracy,Personal Autonomy,Independent Study,Language Proficiency,Natural Language Processing,Transcripts (Written Records)

Automatic Speech Recognition (ASR) is a digital communication method that transforms spoken discourse into written text. This rapidly evolving technology is used in email, text messaging, or live video captioning. Current ASR systems operate in conjunction with Natural Language Processing (NLP) technology to transform speech into text that people -- and machines -- can read. NLP refers to the methodologies and computational tools that analyze data produced in a natural language, such as English. Self-study is the most frequent pedagogical approach taken when integrating ASR into language education, as it usually mediates learner-device interactions instead of learner-learner exchanges. ASR is effectively used for pronunciation training, but more recent uses show that ASR can also promote oral skills beyond pronunciation. This chapter provides examples of ASR tools and applications and discusses the benefits of and potential issues with using ASR in the language learning classroom. [For the complete volume, see ED612143.]
English as a Foreign Language and Motivation for Learning: A Comparative Perspective
Author: Vonkova, Hana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Learning Motivation,Databases,Comparative Education,Cross Cultural Studies,Citations (References),Content and Language Integrated Learning,Teaching Methods,Research Reports

In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords &quot;EFL&quot; and &quot;motivation&quot; in the &quot;Web of Science&quot; database for 2020. In total, we found 61 Social Sciences Citation Index (SSCI) articles. Asia prevails, especially Eastern Asian Chinese speaking regions (Mainland China, Taiwan, and Hong Kong). Policies in Asian regions such as China and Taiwan highly support EFL. There is the aim to develop Taiwan into a &quot;bilingual nation&quot;. Likewise, the European Union promotes the establishment of the so-called European Education Area within which studying and training should be accessible and profitable for people living in the EU. Spain remains the European country with the highest number of EFL motivation publications. There were only a few papers from the Americas. In South America, we see evidence of the beginnings of a CLIL push, which has the potential to lead to expanded EFL motivation research in these previously under researched areas. [For the complete Volume 19 proceedings, see ED613922.]
Examining the Differences in Student Self-Assessment of Their Skills in English as a Foreign Language: A Pilot Study Comparing Male and Female Lower Secondary Students
Author: Papajoanu, Ondrej
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Self Efficacy,English (Second Language),Second Language Learning,Language Proficiency,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Secondary School Students,Adolescents,Public Schools,Private Schools,Gender Differences,Foreign Countries

Developing English language proficiency is of utmost importance for education systems across Europe. Self-assessment of one's English as a foreign language (EFL) skills is a widely used source of information concerning learners' level of language proficiency. Thus, an investigation of the way different groups of learners assess their language skills is warranted. In this pilot study, we examine the self-assessment of both general and specific (reading, writing, listening, speaking) EFL skills from a sample of Czech lower secondary students and compare these self-assessments across genders. We also analyze the relationship of the self-assessment of specific EFL skills with the self-assessment of general EFL skills for male and female students. Our results show that Czech students are more confident in their receptive skills, while the productive skills are more closely related to their overall language self-assessment. Further research should take into consideration the differences in scale usage between different groups of students, possibly utilizing methodological approaches such as the anchoring vignette method. [For the complete Volume 19 proceedings, see ED613922.]
Teacher Mobility in the School District of Philadelphia, 2009-10 through 2015-16
Author: Steinberg, Matthew P.
Date: 2018-09-00
Type: Reports - Research
Subjects: Faculty Mobility,Urban Schools,School Districts,Public Schools,Teacher Characteristics,Teacher Transfer,Charter Schools,Beginning Teachers,Experienced Teachers,Mathematics Teachers,Science Teachers,English Teachers,Special Education Teachers,Institutional Characteristics,Elementary School Teachers,Middle School Teachers,High School Teachers

Teachers are the most important influence in schools on student achievement, which makes attracting and retaining excellent teachers a high priority for all school districts. But public schools in large cities like Philadelphia are especially challenged to provide every student with a highly-effective teacher. Teacher mobility--that is, transferring from one school to another or leaving the profession entirely--is disproportionately concentrated in urban school districts and has negative consequences for student performance. For these reasons, it is critical for policymakers and school leaders in Philadelphia to have a clear picture of the extent and nature of teacher mobility. This report provides evidence on teacher mobility in the School District of Philadelphia (SDP) during the 2009-10 through 2015-16 school years. Using publicly available data from the Pennsylvania Department of Education, the authors examine the extent of teacher mobility as well as the characteristics of mobile teachers and the schools that they exit and enter. For this report, teacher mobility is defined as occurring when an SDP teacher does not return to the same school in the following year. Therefore, a mobile teacher is one who moved to another SDP school, moved to a Philadelphia charter school or a Pennsylvania public school outside of Philadelphia, or left public education in Pennsylvania.
Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research. REL 2021-084
Author: Herrera, Sarah
Date: 2021-07-00
Type: Reports - Research
Subjects: Literacy Education,Preschool Children,Language Acquisition,Emergent Literacy,Intervention,Language Skills,Phonological Awareness,Decoding (Reading),Writing Skills,Program Effectiveness,Evidence Based Practice,Early Childhood Education,Written Language,Alphabets,Teaching Methods,Faculty Development,Effect Size,Phoneme Grapheme Correspondence,Program Content,Program Implementation,Kindergarten,School Readiness,Reading Skills

Children entering kindergarten vary greatly in their language and literacy skills. Therefore, up-to-date information about evidence-based practices is essential for early childhood educators and policymakers as they support preschool children's language and literacy development. This study used a process modeled after the What Works Clearinghouse (WWC) methodology to systematically identify effective early childhood curricula, lesson packages, instructional practices, and technology programs in studies conducted from 1997 to 2017. More than 74,000 studies were analyzed to identify interventions that improved students' performance in six language and literacy domains (language, phonological awareness, print knowledge, decoding, early writing, and general literacy). The study team identified 132 interventions evaluated by 109 studies that the study team determined were high-quality experimental or quasi-experimental studies. The WWC's evidence standards are used to assess the quality of an evaluation study and the strength of its claims about whether an intervention caused the observed effect on student achievement. To better understand the effectiveness of the interventions, their implementation characteristics and instructional features were coded for the relevant language and literacy domains. The findings revealed that instruction that teaches a specific domain is likely to increase performance in that domain. Interventions that teach language exclusively might be more beneficial when conducted in small groups or one-on-one than in larger group sizes. In addition, teaching both phonological awareness and print knowledge might benefit performance in print knowledge. Finally, some evidence indicates that instruction that teaches both phonological awareness and print knowledge might also lead to improvements in decoding and early writing performance. [For the Study Snapshot, see ED613950. For the appendixes, see ED613954.]
A Sketch of Reality: The Multigrade Classroom in Context of the Reform of Basic Education
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mixed Age Grouping,Educational Change,Foreign Countries,Preschool Education,Elementary Secondary Education,Educational Practices,Teaching Methods,Interpersonal Relationship,Space Utilization,Time Factors (Learning),Educational Resources,Educational Technology,Learning Activities,Evaluation Methods,Course Content

The Mexican educational reform is based on transformations towards the conception of a new world, as a result of technological advances and new knowledge communities, where the parameters are established mainly by various international organizations, and where countries implement, evaluate, integrate and describe the necessary conditions for education. The multigrade classroom and the elements that are developed in it are conceptualized. The critical pedagogy of Gramsci and Freire should be part of the teaching preparation. [For the complete Volume 19 proceedings, see ED613922.]
An Assessment of Teacher Performance in &quot;Teach for Bulgaria&quot; Based on Value-Added from Test Scores
Author: Zahariev, Boyan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Evaluation,Teacher Effectiveness,Value Added Models,Program Evaluation,Scores,Comparative Analysis,Prediction,Program Descriptions,Alternative Teacher Certification,Standardized Tests,Grade 4,Grade 7,Grade 12,Institutional Characteristics,Teacher Recruitment,Mathematics Instruction,Science Instruction,Humanities,Second Language Instruction,Achievement Gap

The paper presents results from the evaluation of the Teach for Bulgaria (TFB) program, which is part of the Teach for All global network. TFB activities have relevance for a variety of fast-track pathways to the teaching profession. The evaluation is based on a quasi-experimental assessment of teacher performance through student value-added scores. Value added is estimated using the full datasets from successive standardized state examinations in Bulgaria after grades 4, 7 and 12. We found that TFB had most significant impact in mathematics and natural sciences which tends to be stronger in smaller schools and schools with disadvantaged students. The teacher recruitment system designed by TBF was also quite good in predicting teacher performance in mathematics and natural sciences but was not predictive of value added in humanities and language teaching. [For the complete Volume 19 proceedings, see ED613922.]
Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research. Study Snapshot. REL 2021-084
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Literacy Education,Preschool Children,Language Acquisition,Emergent Literacy,Intervention,Language Skills,Phonological Awareness,Decoding (Reading),Writing Skills,Program Effectiveness,Evidence Based Practice,Early Childhood Education,Written Language,Alphabets,Teaching Methods,Faculty Development,Effect Size,Phoneme Grapheme Correspondence,Program Content,Program Implementation,Kindergarten,School Readiness,Reading Skills

This Study Snapshot highlights key findings from a study that examines up-to-date information about evidence-based practices that are essential for early childhood educators and policymakers as they support preschool children's language and literacy development. The study used a process modeled after the What Works Clearinghouse (WWC) methodology to systematically identify effective early childhood curricula, lesson packages, instructional practices, and technology programs in studies conducted from 1997 to 2017. The findings revealed that instruction that teaches a specific domain is likely to increase performance in that domain. Interventions that teach language exclusively might be more beneficial when conducted in small groups or one-on-one than in larger group sizes. [For the full report, see ED613947. For the appendixes, see ED613954.]
Challenges Experienced by Lecturers in Supporting Students at an Open Distance E-Learning Institution
Author: Kgabo, Mapitso Veronica
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,College Faculty,Distance Education,Educational Technology,Technology Uses in Education,Barriers,Higher Education,Part Time Students,Teacher Competencies,Teaching Methods,Access to Computers,Beginning Teachers,Beginning Teacher Induction,Technological Literacy,At Risk Students

Institutions of higher education in South Africa have seen a shift in the student demographic of student population, and from contact teaching approaches to distance and online approaches to instruction. This has posed challenges as students find themselves without adequate support in online environments to successfully fulfil their studies. There are few studies that focus on the challenges lecturers experience in an open distance e-learning (ODeL) setting. This paper seeks to narrow that gap by exploring the challenges experienced by lecturers in an ODeL institution, which offers massified higher education for part-time students. The study is aimed to determine and explain how lecturers could use their concerted skills to benefit students. The research is embedded in Moore's transactional distance theory and adopted Vygotsky's social constructivist approach. In terms of methodology, a qualitative research approach with a phenomenological design was used. Data were collected through open-ended semi-structured interviews from participants of the College of Education (CEDU) at the University of South Africa (UNISA). Transcription and thematical analyses of data were completed to identify themes. Findings from the study revealed that lecturers in CEDU were not inducted on their core functions hence the shortcomings in delivery of student support services. The study recommends that further research be conducted on how to support and empower lecturers within CEDU to give students leading-edge support. [For the complete Volume 19 proceedings, see ED613922.]
Complexity Theory as Paradigm When Researching Education Reform: The South African Case
Author: du Plessis, André
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Research,Foreign Countries,Theories,Feedback (Response),Systems Approach,Educational Administration

In education systems there is inter-connectedness with multiple sub-systems which interact with each other. This paper argues that complexity theory is well suited as a lens to research education reforms. Key elements of complexity theory that are particularly useful are applied to the South African case. Aspects of complexity theory include: interaction of the elements which constitute an education system; feedback based on these interactions; the connectedness of these elements; the emergence of new properties and behavior based on the interactions and feedback; the contexts of the different elements of the system; and the nonlinear nature of the causes and effects of educational reform. Complexity theory not only enables researchers to research education reforms from a whole system perspective, but also accommodates the dynamic nature of an education system. [For the complete Volume 19 proceedings, see ED613922.]