ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Collaborative Digital Stories to Promote Community Awareness
Author: Irwin, Bradley
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Story Telling,Educational Technology,Technology Uses in Education,Undergraduate Students,Rural Schools,Student Attitudes,Second Language Learning,English (Second Language),Student Motivation,Foreign Countries,Cultural Awareness,Video Technology

The study presented in this paper explores the impact that a geographically situated digital storytelling project has on community awareness and engagement. A mixed method, exploratory case study approach was adopted for this study. Data was collected during in-class and fieldwork observations, with self-assessment surveys, open-ended questionnaires, and post-project individual debriefing sessions. Eighty-three first year undergraduate students at a rural Japanese university participated in the project. Seventy-nine (n=79) participants completed optional and anonymous self-assessment surveys and questionnaires. The results showed that participants' community awareness increased significantly after completing the project. Results also indicated that participants believed there was a strong likelihood that they would engage with the local community more in the future. Regarding L2 learning outcomes, data from the self-assessment surveys showed that students believed their English language ability improved alongside an increase in their motivation to study English. [For the complete proceedings, see ED600837.]
MOOCs as Environments for Learning Spoken Academic Vocabulary
Author: Hendry, Clinton
Date: 2019-12-00
Type: Reports - Research
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Academic Language,Vocabulary,Word Lists,English for Academic Purposes,Oral Language

Massive Open Online Courses (MOOCs) are easily accessible for anyone in the world to study any given subject, often for free. However, there is some question as to whether they are comparable to their real-world counterparts. The Academic Spoken Word List (ASWL) created by Dang, Coxhead, and Webb (2017) was designed to create a word list that is more representative of spoken academic English. To contrast the real-world academic context to MOOCs, we created a MOOC academic corpus and compared it with the Michigan Corpus of Academic Spoken English (MICASE). Last, we used both to test the effectiveness of the ASWL. Overall, we found that the ASWL had similar coverage in both the MOOC and MICASE corpora but interestingly saw slightly more coverage in the MICASE dialogic sections. We believe future research should address the slight discrepancy between dialogic and non-dialogic academic situations. [For the complete proceedings, see ED600837.]
Rankings of the States 2018 and Estimates of School Statistics 2019
Author: National Education Association
Date: 2019-04-00
Type: Reports - Research
Subjects: Public Education,Enrollment Trends,Attendance Patterns,Teacher Salaries,Educational Finance,Financial Support,Expenditures,Expenditure per Student,High School Graduates,Public School Teachers,School Districts,Elementary Secondary Education,Federal Aid,State Aid,Government Role,Local Government,Income,Average Daily Attendance,Geographic Location,Educational Administration

The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policy makers, and the public as a tool to examine public education programs and services. Part I of this report--Rankings 2018--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this report--Estimates 2019--provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Part III of this report--National Trends 2010-19--presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous ten years. [For &quot;Rankings of the States 2017 and Estimates of School Statistics 2018,&quot; see ED591955.]
School-Sponsored Before, After, and Extended School Year Programs - The Role of the School Nurse. Position Statement. Revised
Author: McDermott, Elizabeth
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,School Health Services,Student Needs,Health Needs,Students with Disabilities,Special Needs Students,After School Programs,Extended School Year

School nurses, in conjunction with students' healthcare providers, are the professionals responsible for determining health services for students with identified health needs. They can also provide necessary training and support to ensure the safety of all students in school-sponsored programs. Extended school year programs and before and after school programs that are a part of the school system should, at a minimum, engage the school nurse to act in an advisory capacity to address students' needs (Afterschool Alliance, n.d.). It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) has the knowledge, skills and expertise to assess, plan, and evaluate the health needs of students in programming and activities beyond the regular school day (Clark, 2017). All students, including those with disabilities identified in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, must have equal opportunity to participate in school-sponsored before, after, and extended school year programs. The school nurse's knowledge of the individual health needs of students uniquely qualifies the school nurse to coordinate care enabling students to fully and safely participate in school-sponsored programs outside of the school day (NASN, 2016). [This statement was adopted January 2014 and revised June 2018. For the 2014 statement, see ED558473.]
Quality for Online Language Courses -- A Coaching Program for Teachers
Author: Korkealehto, Kirsi
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Online Courses,Educational Technology,Technology Uses in Education,Language Teachers,Coaching (Performance),Teacher Competencies,Faculty Development,Teacher Attitudes,College Faculty,Seminars,Internet,Web Based Instruction,Workshops,Feedback (Response),Peer Influence

Finnish universities of applied sciences are building a shared digital course offering, and therefore, digital pedagogy and teachers' competences are being developed via the eAMK project which provides a nationwide coaching program. The program started early in 2018 to ensure that the staff competence in digital pedagogy is timely and that the quality of the courses offered through CampusOnline.fi is consistent and as high as possible. Language teachers take part in the coaching program as a subgroup in which the focus is on language specific topics and issues. The aim was to cover all language competences and to offer suitable digital solutions for them all. The coaching program includes webinars, online and face-to-face meetings, and guidance and workshops. The participating language teachers considered the coaching program beneficial; especially peer feedback, webinars, and workshops were regarded as supportive. The sessions were arranged according to the teachers' timetables which enabled regular participation. [For the complete proceedings, see ED600837.]
Springfield-Chicopee School Districts Striving Readers (SR) Program. Final Report Years 1-5: Evaluation of Implementation and Impact
Author: Sprague, Kimberley
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Reading Programs,Reading Difficulties,Program Effectiveness,Elementary Secondary Education,Intervention,School Districts,Student Characteristics,Teaching Methods,Curriculum,Teacher Characteristics,Program Implementation,Program Evaluation,At Risk Students,Minority Group Students,Gender Differences,Students with Disabilities,English Language Learners,Low Income Students,Racial Differences,Ethnicity

This evaluation report presents implementation and impact findings to date regarding the Striving Readers grant as implemented by the Springfield and Chicopee Public School Districts. Any questions regarding this final report should be directed to the Office of Elementary and Secondary Education (OESE) at the U.S. Department of Education. There were 25,213 students enrolled in Springfield and 7,845 in Chicopee in the 2010-11 school year. The districts differed in terms of student demographics as well as in size. In Springfield, 88% to 92% of the students were designated as minority in the participating schools as compared to 25% to 35% in Chicopee. Over three-quarters of the students in Springfield were also eligible for free or reduced lunch (80% to 84%) as compared to approximately one half in Chicopee (44% to 51%). [This report was prepared by the Research &amp; Evaluation Division at the Education Alliance at Brown University.]
Upgrading and High School Equivalency among the Indigenous Population Living off Reserve. Insights on Canadian Society
Author: O'Donnell, Vivian
Date: 2019-09-19
Type: Reports - Research
Subjects: Foreign Countries,Canada Natives,Nonreservation American Indians,High School Equivalency Programs,Labor Market,Adults,Disabilities,Family Characteristics,Early Parenthood,Educational Attainment,Credentials,Postsecondary Education,Gender Differences,Age Differences,Residential Schools,Eskimos,Employment Potential

Among people who leave high school prior to completion, many return to schooling as adults. High school equivalency programs (such as a General Educational Development or Adult Basic Education program) gives them the opportunity to go back and complete high school requirements. Using data from the 2017 Aboriginal Peoples Survey--a national survey of First Nations people living off reserve, Métis and Inuit aged 15 and over--this study examines the factors associated with upgrading and high school equivalency among the Indigenous population living off reserve. It also examines whether high school equivalency or upgrading is associated with better educational and labour market outcomes. The first part of the paper presents a brief profile of the high school completion status of the Indigenous population aged 20 and over living off reserve. This is followed by an examination of the characteristics associated with upgrading or high school equivalency among this population. The results are presented for the total Indigenous population living off reserve and for each group separately, whenever possible. The final part of the paper adds to the limited existing research by examining, in both bivariate and multivariate models, the association of high school upgrading or equivalency with selected outcomes for Indigenous adults aged 25 and over.
Affordances for Cultural Adjustment of International Students Learning Chinese as a Second Language in a Mobile-Assisted Learning Environment
Author: Dong, Shixin
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Foreign Students,Chinese,Second Language Learning,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Teaching Methods,Cultural Awareness,Acculturation,College Students,Student Adjustment

The purpose of the study is to understand the mobile-assisted learning situation of international students in China from the perspective of cultural adjustment and explore the affordances for cultural adjustment of these students in this specific situation. This study investigated eight students learning Chinese as a second language in a university in Beijing and using mainly WeChat, a mobile technology. Qualitative methods were employed in this study. The researchers followed the students for three months (from September to November 2018) and collected all the online messages in the WeChat online group. Moreover, eight one-hour in-depth interviews with participants were conducted. Results showed that the characteristics of the international students' cultural adjustment in the mobile learning environment are universality, consciousness and unconsciousness, and interactivity. In addition, three affordances were identified: resources on Chinese linguistic and cultural knowledge, ways to obtain social support, and ways to relieve stress. Finally, two suggestions for international students are proposed. [For the complete proceedings, see ED600837.]
Identity and Charter School Leadership. Profiles of Leaders of Color: Engaging Families
Author: Doyle, Daniela
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Minority Groups,African Americans,Administrators,Professional Identity,Racial Identification,Leadership Qualities,Leadership,Family Involvement,Family School Relationship

This is the second in a series of reports to be published by the National Alliance in partnership with Public Impact highlighting the experiences of school leaders of color in charter schools across the country. While the impact school leaders have on student performance has been well documented, there has been little attention to how leaders' experiences and racial identities inform and influence their practice. While many practices of good leadership are universal, an individual's identity shapes how they approach situations and can inspire new and innovative practices. The report includes the profiles of three leaders of color--Maquita Alexander of Washington Yu Ying Public Charter School in Washington, D.C., Freddy Delgado is superintendent/principal at Amigos Por Vida Charter School in Houston, Texas, and Kriste Dragon of Citizens of the World Charter Schools, a network of public charter schools with locations in Los Angeles, California, and Kansas City, Missouri. Each of these leaders shared the belief that their school should engage families as genuine and active partners in their children's education and the report identifies the concrete steps they took to put that belief into practice. [For the first report in this series, see &quot;Identity and Charter School Leadership. Profiles of Leaders of Color: Building an Effective Staff&quot; (ED600846).]
ColloCaid: A Tool to Help Academic English Writers Find the Words They Need
Author: Frankenberg-Garcia, Ana
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,English for Academic Purposes,Vocabulary,Language Usage,Databases,Computer Software,Word Processing,English (Second Language),Writing (Composition)

This short paper summarizes the development of ColloCaid (www. collocaid.uk), a text editor that supports writers with academic English collocations. After a brief introduction, the paper summarizes how the lexicographic database underlying ColloCaid was compiled, how text editor integration was achieved, and results from initial user studies. The paper concludes by outlining future developments. [For the complete proceedings, see ED600837.]
Re-Orienting CALL through the Lens of Complexity Theory
Author: Godwin-Jones, Robert
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Learning Theories,Learning Processes,Systems Approach,Informal Education,Ecology

Complexity Theory (CT) provides a useful framework for understanding Second Language Acquisition (SLA). Using an ecological model, CT studies the dynamic processes of change and emergent outcomes over time, tracing back how trajectories may have been affected by changes in and interactions among multiple variables and subsystems. Language learners do not follow linear learning paths, but rather their progress depends on a variety of interlocking variables. Developmental trajectories will look different for each learner. That is particularly the case for informal language learning, in which learners co-adapt from a wide variety of resources, leading to divergent outcomes (Godwin-Jones, 2018a). A CT approach emphasizes the dynamics of the interplay between learner variables and the people, artifacts, and services constituting the L2 learning system. It aligns well with usage-based linguistics. Viewing language learning from a CT perspective has a number of consequences for Computer Assisted Language Learning (CALL) research, explored here. [For the complete proceedings, see ED600837.]
Integrating Xreading into Class Time Using Post-Reading Tasks
Author: Harrold, Peter
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Reading Programs,Web Sites,Integrated Learning Systems,Electronic Libraries,Progress Monitoring,Reading Assignments,Required Courses,College Freshmen,Reading Materials,Homework,Writing Assignments,Reading Writing Relationship

The Xreading website provides students with access to an extensive virtual library of graded readers. Teachers can then use it to keep track of which titles the students access, the total number of words they read, their reading speed, and also whether they have completed post-reading quizzes. However, an overreliance on monitoring student progress entirely outside of class using word targets or quizzes can potentially be circumnavigated by reluctant students who dislike reading regularly. This paper will share how the teacher integrated short creative post-reading tasks into the weekly digital reading assignment of a compulsory English language class in an attempt to ensure students were engaging with the stories and reading regularly. It was found that the tasks enabled students to interact and discuss their reading with their classmates and also helped demonstrate the value and importance of extensive reading to students by further integrating it into class time. [For the complete proceedings, see ED600837.]
Cognitive Mechanisms Underlying the Relation between Nonsymbolic and Symbolic Magnitude Processing and Their Relation to Math
Author: Price, Gavin R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Symbols (Mathematics),Cognitive Processes,Executive Function,Early Childhood Education,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Elementary School Students,Middle School Students,Arithmetic,Diagnostic Tests,Mathematics Tests,Correlation

Recent studies suggest that the relation between nonsymbolic magnitude processing skills and math competence is mediated by symbolic number processing. However, less is known about whether mapping between nonsymbolic and symbolic magnitude representations also mediates that relation, and whether the mediating role of symbolic number processing is explained by domain-general executive functions. Therefore, the current study examines whether symbolic comparison, mixed-format comparison, and executive function each mediate the relation beween nonsymbolic magnitude processing and math. Furthermore, we investigate whether the relation between nonsymbolic and symbolic magnitude comparison is mediated by mapping between the formats and/or domain-general executive functions. Results indicate that symbolic processing mediates the relation between nonsymbolic processing and math, even after con- trolling for multiple components of executive function, which were also significant mediators. Cross-format comparison (i.e. mapping), on the other hand, did not mediate the relation between nonsymbolic comparison and math, but did mediate the relation between nonsymbolic and symbolic magnitude processing, even after controlling for executive function, which also mediated that relation. Taken together, our results suggest that both domain-specific and domain- general cognitive mechanisms account for the link between nonsymbolic and symbolic magnitude processing and their relation to math.
&quot;60x30TX&quot; 2019 Progress Report
Author: Texas Higher Education Coordinating Board
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Academic Degrees,College Graduates,Public Colleges,Job Skills,Debt (Financial),Student Loan Programs,Loan Repayment,College Credits,Young Adults,High School Graduates,College Attendance,Dual Enrollment,High School Seniors,Federal Aid,Institutional Characteristics,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Employment Level

The &quot;60x30TX&quot; higher education plan for Texas began in 2015 with four goals to be achieved by 2030: (1) 60x30 Educated Population: At least 60 percent of Texans ages 25-34 will have a certificate or degree; (2) Completion: At least 550,000 students in 2030 will complete a certificate, associate, bachelor's or master's from an institution of higher education in Texas; (3) Marketable Skills: All graduates from Texas public institutions of higher education will have completed programs with identified marketable skills; and (4) Student Debt: Undergraduate student loan debt will not exceed 60 percent of first-year wages for graduates of Texas public institutions. Each year, the Texas Higher Education Coordinating Board (THECB) provides an update on how the state is progressing toward the goals and targets of the plan. The report helps inform the state about areas that may need additional attention and intervention. This year's report focuses primarily on the data available in the 2018 academic year. Now that the plan has been in place for four years, it is easier to see trends in the progress toward these goals. While progress on many goals has been substantial, accelerated progress is needed on others to meet the state's ambitious goals by 2030.
ReDesigning Intercultural Exchanges through the Use of Augmented Reality
Author: Hadjistassou, Stella
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: International Educational Exchange,Intercultural Communication,Intercultural Programs,Simulated Environment,Educational Technology,Learning Theories,Classroom Techniques,Behavior Problems,Student Behavior,Immigrants,Language Usage,Foreign Countries,College Freshmen,Graduate Students,Chinese,Computer Mediated Communication,Handheld Devices,Telecommunications

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant's perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities. [For the complete proceedings, see ED600837.]