ethanporcaro/eric-fulltext-meta huggingface dataset:
Pidginised Articulations: An Exploration into Taiwanese Problematic Pronunciations
Author: Lin, Grace Hui Chin
Date: 2019-04-20
Type: Reports - Research
Subjects: Pidgins,English (Second Language),Second Language Learning,Second Language Instruction,Articulation (Speech),Pronunciation,Foreign Countries,Language of Instruction,Official Languages,Language Fluency,Native Language,Intercultural Communication,Phonetics,Standard Spoken Usage,Psycholinguistics,Morphemes,Medical Schools,Teacher Education Programs,Pronunciation Instruction,Interference (Language),Phonology

Perhaps it is inevitable that non-native speakers' English articulations are displayed with their local accents, which are usually based on their mother tongues or dominant languages. However, fluency in English pronunciation and communication is still achievable by these groups of speakers in outer and expanding circles. In these two circles, English is applied as an official language or a language for education, instead of daily life. Therefore, the sounds are not as natural or standard. Due to English is a global language, most elite in these two circles need to learn how to communicate fluently and comprehensibly by reducing complications that they naturally encounters due to the reason that they are non-native speakers. This study introduces how the non-native speakers can talk by reducing their problematical sounds that do not included in their mother tongues, as well as their first languages. It asks: How people around the world can understandably communicate by simplifying sounds? Which phonetics are facilitated and replaced by pidginized sounds? Also, what are the characteristics that Taiwanese students achieve their fluency? That is, which sounds are usually localized by the non-native speakers in Taiwan? The strategy is to pidginise articulations by discriminating some challenging phonetics that cannot be found in mother tongues. In truth, numerous Phonology studies such Coarticulatory Reinterpretation of Allophonic Variation by Maekawa (360-374) suggested non-native speakers are able to eliminate or reduce their accent variables in their pronunciations. In order to upgrade young Taiwanese speakers' English pronunciation to become more fluent, as well as to achieve higher semantic comprehensibility by international listeners, it is important to investigate common pronouncing problems in articulating standard and native-like English. This study points out five major nonconforming non-native types. This research implies that in this contemporary globalised multi-cultural world, non-native likenesses can be appropriate for adult English speakers.
Charting Academic Freedom: 103 Years of Debate
Author: Randall, David
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Academic Freedom,Educational History,Educational Trends,College Faculty,College Students,Court Litigation,Activism,Professional Associations,Intellectual Freedom,Position Papers,Universities,Freedom of Speech,School Responsibility,Political Attitudes,Democracy,Federal Legislation,Educational Legislation

America faces a growing crisis about who can say what on our college campuses. At root this is a crisis of authority. In recent decades university administrators, professors, and student activists have quietly excluded more and more voices from the exchange of views on campus. This has taken shape in several ways, not all of which are reducible to violations of &quot;academic freedom.&quot; The pages in this report are parts of a single chart that compares fourteen published statements on academic freedom in twenty-five categories. The oldest of the statements is the 1915 &quot;Declaration of Principles&quot; from the American Association of University Professors (AAUP). The newest is the April 29, 2017 &quot;Statement of Principles: Free Expression on Campuses issued by Students for Free Expression.&quot; In addition to the chart, the report includes: (1) an annotated Timeline of Academic Freedom, with notable events such as Supreme Court decisions and riots; (2) a list of significant Other Resources by organizations such as the Foundation for Individual Rights in Education (FIRE) and the Heterodox Academy; and (3) a Select Bibliography.
Reinvigorating the Pipeline: Insights into Proposed and Approved Charter Schools
Author: National Association of Charter School Authorizers
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Charter Schools,Validated Programs,Program Proposals,Public Education,Models,Educational Trends,Educational Methods,Incidence,Evaluators,Nonprofit Organizations,Networks,Institutional Characteristics,Educational Finance,School Support,Private Financial Support,School Community Relationship,Community Needs,Partnerships in Education,Standards,Educational Quality

This first-ever look at the national charter school pipeline--what schools are being proposed and by whom--reveals a diverse sector, with a tremendous variety of applicants and school models. Working with Public Impact, National Association of Charter School Authorizers (NACSA) collected and analyzed nearly 3,000 charter school applications submitted to authorizers, located in 20 states, that oversee nearly two-thirds of all charter schools nationally. The analysis shows the significant impact authorizers have in shaping the public education landscape across the country.
Principles &amp; Standards for Quality Charter School Authorizing, 2018 Edition
Author: National Association of Charter School Authorizers
Date: 2018-09-00
Type: Guides - General
Subjects: Charter Schools,Educational Quality,Standards,Institutional Autonomy,Quality Control,Student Rights,Performance,Governance,Achievement,Educational Finance,Decision Making,Capacity Building,Responsibility,Performance Based Assessment,Compliance (Legal),Intervention,Information Dissemination,Reports

The &quot;Principles &amp; Standards for Quality Charter School Authorizing,&quot; first established in 2004, reflect the lessons learned by experienced authorizers. This foundational resource for National Association of Charter School Authorizers (NACSA) has been used to guide authorizing practices across the country and is referenced in state statutes. It focuses on the ends that authorizers should aim to attain in creating and upholding high expectations for the schools they charter while recognizing there are many means of getting there. The Principles articulate a set of beliefs about quality charter school authorizing. The Standards identify core authorizer responsibilities and describe how the principles are upheld within each responsibility. Consult this resource often as a guide to understanding and fulfilling the critical responsibilities of charter school authorizers. [For the previous edition, see ED580966.]
Leadership, Commitment, Judgment: Elements of Successful Charter School Authorizing. Findings from the Quality Practice Project
Author: National Association of Charter School Authorizers
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Quality,School Effectiveness,Academic Achievement,Performance,Accountability,Portfolio Assessment,Institutional Characteristics,Leadership Responsibility,Progress Monitoring,Intervention,School Closing,Educational Objectives,Goal Orientation,Data Collection,Educational Improvement,Best Practices,Institutional Mission,Educational Environment,Institutional Cooperation,Participative Decision Making,School Personnel,Role,Teamwork,Teacher Selection,Elementary Secondary Education,Public Schools

The &quot;Quality Practice Project&quot; (QPP) is the National Association of Charter School Authorizers' (NACSA's) multi-year research initiative to identify what high-performing authorizers do to achieve stellar student and public interest outcomes. Participants and researchers collaboratively investigated the perspectives and practices of high-performing authorizers compared with a sample of authorizers achieving moderate, but not weak outcomes. This first-of-its kind research and NACSA's report based on its findings are an important step toward developing a more evidence-informed connection between practices and outcomes. At the heart of this research is the close-up study of a small group of authorizers chosen for the strong outcomes of their portfolios of schools. By spending significant time on the ground with these five authorizers--studying, observing, questioning, learning, and cataloging--NACSA has significantly expanded knowledge about what great authorizing looks like. The process involved document reviews, artifact reviews, multi-day on-site visits, interviews with authorizing institution members, and interviews with other key stakeholders in the authorizer's context (e.g., charter associations, school leaders). The result is tangible examples of the authorizer practices associated with high-quality charter school portfolios. This report presents snapshots of each of the five case studies--The State University of New York's Charter School Institute (SUNY); Metropolitan Nashville Public Schools; Massachusetts Department of Elementary and Secondary Education; Washington, D.C.'s Public Charter School Board; and Thomas B. Fordham Foundation--which are available in full on the website (http://www.qualitycharters.org/research/quality-practice-project/). Each sketch highlights examples of three essential elements in action in that particular authorizer's office: leadership, commitment, and judgment.
Algebra I Coursetaking and Postsecondary Enrollment. Data Point. NCES 2019-154
Author: LaFave, Allison
Date: 2019-06-00
Type: Reports - Research
Subjects: Algebra,Course Selection (Students),Postsecondary Education,Enrollment,Longitudinal Studies,High School Students,Grade 9,Racial Differences

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009, to examine the association between the timing of Algebra I coursetaking and enrollment in postsecondary education. HSLS:09 cohort members were asked when they last took Algebra I and whether they had enrolled in a postsecondary institution by February 2016 in the spring of 2016, when most of them were 3 years beyond high school. Readers are cautioned not to draw causal inferences based on the results presented, because the factors that lead to early Algebra I coursetaking could also affect postsecondary enrollment.
Charter Schools and District Enrollment Loss. California Charter Schools: Costs, Benefits, and Impact on School Districts
Author: Lake, Robin
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Districts,Enrollment,Elementary Secondary Education,Enrollment Trends,Enrollment Rate,Urban Schools,Declining Enrollment,Statistical Data

The current debate about charter schools' effects on school district finances hinges on enrollment loss. Critics claim that the surge in charter enrollment in California since 2000 has driven enrollment loss statewide--cutting districts' income more than their costs, especially in cities where many students attend charter schools. State officials are under pressure to cap the growth of charter schools as a way of stabilizing district enrollments, and thus finances. This brief examines state and district data on district and charter school enrollment trends over the past 10 years. We pay particular attention to Los Angeles, Oakland, and San Diego, where claims of harm done by charter enrollment growth have been made most often. The brief makes three points: (1) Surges and declines in K-12 enrollment have long been a fact of life in California districts. Statewide numbers of school-age children are currently falling and will continue to do so; (2) The growth of charter schools cannot account for all of the enrollment loss experienced by urban school districts; and (3) Charter school enrollment is not currently a major factor in continued district enrollment decline. [To view &quot;Do Charter Schools Cause Fiscal Distress in School Districts?&quot; see ED595169 and &quot;Do the Costs of California Charter Schools Outweigh the Benefits?&quot; see ED595193.]
Do the Costs of California Charter Schools Outweigh the Benefits? California Charter Schools: Costs, Benefits, and Impact on School Districts
Author: Lake, Robin
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Enrollment,School Districts,Costs,Cost Effectiveness,School Effectiveness,Expenditures,Educational Benefits

Much attention has been focused on the costs charter school enrollment imposes on school districts. Getting an honest answer to this question is important for school districts so that they may adjust their expenditures appropriately. However, as Ladd and Singleton, the authors of a North Carolina study attempting to quantify those costs point out, a broader analysis of the societal benefits and costs associated with charter school policy also is needed to help policymakers assess the value of the policy and whether it should be continued or adjusted. This brief offers a discussion of the types of benefit and cost issues that should be considered and points to evidence to inform those considerations. First we consider potential benefits, then costs, and finally how we might compare the two. It is not meant to be a definitive analysis, but rather a way to bring nuanced discussion and debate to politically laden issues. We argue that, on face, the public policy benefits of charter schooling in California are more evident than the costs. However, more data and benefit-cost analysis are needed to make a clear determination. [To view &quot;Charter Schools and District Enrollment Loss,&quot; see ED595191 and &quot;Do Charter Schools Cause Fiscal Distress in School Districts?&quot; see ED595169.]
Resilience among Syrian University Students in Turkey
Author: Demir, Özgür Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Foreign Students,Immigrants,Resilience (Psychology),Risk,Student Attitudes,Self Efficacy,Well Being,Family Environment,Barriers,Social Support Groups

The purpose of this research is to deeply examine the resilience in war victim immigrants based on risk and protective factors. The sample of the research, which is structured as a phenomenological study, a type of qualitative research, constitute of 5 women, 5 men and 10 university students. A semi-structured Immigrant University Students Resilience Interview Form, created by the researchers, was used as a data collection tool. According to the results, while the risk factors of the participants were mainly societal, the protective factors were mainly individual. Additionally, the risk factors are distrust in others, anger management, pessimism, financial difficulty, media effect, witnessing to death, interruption of education, social prejudice and unsupportive, new settlement, language problem, change of living space, death of family member, living apart to family. The protective factors are; social contribution, career goals, patience, self-confidence, desire for learning, grit, spirituality, financial situation, host society support, immigrant support, family members support. Furthermore, it was found that the percentage of the participants who consider themselves as happy and standing individuals which is a sign of resilience was high.
The School Nurse&apos;s Role in Behavioral/Mental Health of Students. Position Statement
Author: McDermott, Elizabeth
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: School Nurses,Mental Health,Student Welfare,Student Behavior,Health Promotion,Positive Behavior Supports,Academic Achievement,Early Intervention,Substance Abuse,School Health Services,Clinical Diagnosis,School Community Relationship,Coordinators,Screening Tests,Social Bias,Role

It is the position of the National Association of School Nurses (NASN) that registered, professional school nurses serve a vital role in promoting positive behavioral health outcomes in students through evidence-based programs and curricula in schools and communities. Behavioral health, which encompasses mental health, is as critical to academic success as physical well-being. As members of interdisciplinary teams, school nurses collaborate with school personnel, community healthcare professionals, students, and families in the assessment, identification, intervention, referral, and follow-up of children in need of behavioral health services. School nurses, because of their regular access to students, are uniquely qualified to identify students with potential behavioral health concerns. School nurses can serve as advocates, facilitators, and counselors of behavioral health services within the school environment and in the community. [This position statement replaces the position statement titled &quot;Mental Health of Students&quot; (ED540396). See also &quot;The School Nurse's Role in Behavioral Health of Students. Position Statement&quot; (ED581612).]
Neo-Segregation at Yale: Part of &quot;Separate but Equal, Again: Neo-Segregation in American Higher Education&quot;
Author: Pierre, Dion J.
Date: 2019-04-00
Type: Reports - Research
Subjects: Universities,Higher Education,School Segregation,Equal Education,College Students,Racial Segregation,Colleges,Educational History,College Admission,Black Studies,Activism,School Orientation,Mentors,Educational Environment,Racial Bias,College Faculty,Teacher Selection,Educational Trends

Neo-segregation is the voluntary racial segregation of students, aided by college institutions, into racially exclusive housing and common spaces, orientation and commencement ceremonies, student associations, scholarships, and classes. This study of racial segregation at Yale University is part of a larger project examining neo-segregation in American higher education in the period 1964-2019. During those fifty-five years, many American colleges and universities that initially sought to achieve racial integration found themselves inadvertently on a path to a new form of racial segregation.
Technology Outlook: STEM+ Education 2012-2017. An NMC Horizon Report Sector Analysis
Author: Johnson, L.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: STEM Education,Educational Technology,Technology Uses in Education,Information Technology,Information Storage,Shared Resources and Services,Telecommunications,Computer Oriented Programs,Handheld Devices,Social Media,Social Networks,Computer Simulation,Simulated Environment,Data Collection,Data Analysis,Online Courses,Large Group Instruction,Networks,Group Dynamics,Man Machine Systems

The &quot;Technology Outlook for STEM+ Education 2012-2017&quot; reflects a collaborative effort between the New Media Consortium (NMC), the Centro Superior para la Enseñanza Virtual (CSEV), Departamento de Ingeniería Eléctrica, Electrónica y de Control at the Universidad Nacional de Educación a Distancia (UNED), and the Institute of Electrical and Electronics Engineers Education Society (IEEE) to inform educational leaders about significant developments in technologies supporting science, technology, engineering, and mathematics education. The addition of the &quot;+&quot; in the acronym, as used here, incorporates communication and digital media technologies in the traditional four areas of study. This report was produced to explore emerging technologies and forecast their potential impact expressly in a STEM+ context. In the effort that ran from July through September 2012, the carefully selected group of 46 experts who contributed to this report considered hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for STEM+ education over the next five years. View the work that produced the report at stem.wiki.nmc.org. [This report is a collaboration between the New Media Consortium and The Centro Superior para la Enseñanza Virtual (CSEV), Departamento de Ingeniería Eléctrica, Electrónica y de Control at The Universidad Nacional de Educación a Distancia (UNED), and The Institute of Electrical and Electronics Engineers Education Society (IEEE). The project was made possible by a grant from the Centro Superior para la Enseñanza Virtual (CSEV).]
Fossilization Error of High School Students in the Acquisition of a Foreign Language
Author: Tejada Reyes, Venecia
Date: 2019-04-00
Type: Reports - Research
Subjects: High School Students,Second Language Learning,Second Language Instruction,English (Second Language),Spanish,Phonetics,Native Language,Pronunciation Instruction,Grammar,Error Analysis (Language),Vocabulary,Word Order,Error Patterns,Interference (Language),Phonology,Listening Comprehension,Pronunciation,Language Fluency,Foreign Countries

The following work tries to analyze the possible fossilization errors of the students when acquiring a second foreign language. For this purpose, two languages have been chosen: maternal (Spanish) and foreign (English). In the present work we have examined the effects of the Spanish language and the English language when learning another language as a second language (EFL) and a difference has been found both in the phonetic, the lexicon and in the grammar between the two languages. The order of words between Spanish and English is also different. When learning a language the apprentices almost always make some mistakes that in the long run could be fossilizable or quickly become fossilized. The fossilization in the lexical plane occurs when we change the words that are similar to the native language (L1) because the teachers think that these words mean and pronounce themselves in the same way in (L2). There are some unique words and phrases in L2 that are similar in L1 since they come from the same origin. Even so, there are words that can change from one place to another, changing the meaning and pronunciation. Phonological is another aspect that we must take into account listening comprehension as a way to focus on the pronunciation of reading, analyze the structure of writing and the fluency of speech.