ethanporcaro/eric-fulltext-meta huggingface dataset:
How Does the State Identify English Learners? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Identification,Surveys,Screening Tests,State Policy,Language Proficiency,State Regulation

The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource provides a national comparison of EL policies in all states. The information in this report was gathered from state statute and regulation only. The information included here captures processes and metrics in statute and/or regulation for the identification of English learners entering the school system. At least 21 states explicitly require the administration of a home language survey in the identification process, while 27 states require the use of an English language proficiency screening assessment for students whose primary or home language is not English. Some states also incorporate additional criteria, including a home interview, a review of a student's academic achievement, and teacher observations and recommendations. [View the full &quot;50-State Comparison: English Learner Policies&quot; here: https://www.ecs.org/50-state-comparison-english-learner-policies.]
Comparing the Writing Skills of Autistic and Nonautistic University Students: A Collaboration with Autistic University Students
Author: Gillespie-Lynch, Kristen
Date: 2020-00-00
Type: Reports - Research
Subjects: Writing Skills,Autism,Pervasive Developmental Disorders,College Students,Writing Difficulties,Theory of Mind,Writing Attitudes,Writing Achievement,Nonverbal Ability,Personality Traits,Intelligence,Intelligence Tests,Verbal Ability,Reading Tests

The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across developmental and social contexts. Through a participatory research approach, autistic university students contributed to the current study examining the writing strengths and challenges of autistic (n=25) and nonautistic (n=25) university students. Autistic participants demonstrated more advanced writing skills, more perfectionistic attitudes about writing, and heightened nonverbal intelligence relative to nonautistic students. Autistic students did not exhibit reduced Theory of Mind skills. Although heightened nonverbal intelligence and being autistic were both initially predictive of writing quality, autism was no longer associated with writing quality after accounting for nonverbal intelligence. Findings suggest that autistic university students may often have enhanced cognitive and writing skills but may face challenges overcoming perfectionism. This research highlights the value of participatory collaborations with autistic students for identifying strengths that can help autistic students succeed in college. [This is the online version of an article published in &quot;Autism.&quot;]
Is Parent Membership Required on EL Advisory Councils or Committees? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Federal Legislation,Educational Legislation,Parent Participation,Advisory Committees,State Policy,State Regulation

The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource provides a national comparison of EL policies in all states. Federal law requires that schools and districts effectively communicate with all parents and guardians that speak a language other than English. Title I of the Every Student Succeeds Act also requires local education agencies to conduct effective outreach to parents of English learners, including regular parent meetings. There is no federal requirement that states or districts establish community or parent advisory councils or committees, or that they include parents as members of advisory councils or committees. However, at least 13 states have established advisory councils or committees and included parents as members. The following information was gathered from state statutes and regulations only. [View the full &quot;50-State Comparison: English Learner Policies&quot; here: https://www.ecs.org/50-state-comparison-english-learner-policies.]
Mentoring Early Career Teachers in Urban Alaska: Impact Findings from the Investing in Innovation (i3) Evaluation of the Alaska Statewide Mentor Project Urban Growth Opportunity
Author: Ault, Phyllis Campbell
Date: 2017-07-00
Type: Reports - Research
Subjects: Beginning Teachers,Mentors,Beginning Teacher Induction,Urban Schools,Urban Teaching,State Programs,Experienced Teachers,Program Effectiveness,Program Implementation,Teacher Persistence,Educational Practices,Academic Achievement,Elementary Secondary Education

In 2011, the University of Alaska Fairbanks (UAF) received an Investing in Innovation (i3) Grant through the U.S. Department of Education. UAF applied for the grant to expand the predominantly rural-serving Alaska Statewide Mentor Project (ASMP) to urban settings. ASMP is a professional development initiative that supplies fully released, highly trained mentors to early career teachers (ECTs). UAF's i3 grant, The Urban Growth Opportunity (UGO), included five districts: Anchorage, Fairbanks North Star Borough, Kenai Peninsula Borough, Matanuska-Susitna Borough, and Sitka. This is the final report for the grant conducted over four years (2011 2012 to 2014 2015). The research team randomly assigned 556 ECTs to treatment (UGO) and business as usual (BAU) groups. UGO ECTs received an ASMP mentor for two years; BAU ECTs received their districts' business as usual support that varied by district and included content coaches without mentoring support and non-ASMP instructional mentoring support. Researchers conducted impact, implementation, and intervention studies. The impact study included seven outcomes: teacher retention; teacher instructional practice as measured by the three Classroom Assessment Scoring System (CLASS®) domains (Emotional Support, Classroom Organization, and Instructional Support); and student achievement in reading, writing, and mathematics as measured by the state assessment. While UGO ECTs were retained as teachers in Alaska public schools at higher rates than BAU ECTs, the difference was not statistically significant. There were no statistically significant differences between UGO and BAU ECTs on instructional practices as measured by CLASS®. Finally, student achievement was generally higher for students of UGO ECTs, but differences in achievement were statistically significant only for some student groups: primary reading students and secondary math students who were White, Hispanic, Alaskan Native, or two or more races. Results from the implementation study, conducted over three of the four years of implementation, found ASMP implemented UGO with fidelity across all components: mentor recruitment and assignment, mentor participation in professional development, mentor interaction with their ECTs, and mentors' use of formative assessment tools. Results from the intervention study identified two types of mentor-mentee dyads: Gliders and Sliders, with gliders engaging in longer conversations, focused more explicitly on instruction and students, responding to each other more often, and engaging as peers more frequently than the slider dyads.
Do Blogs as a Virtual Space Foster Students&apos; Learner Autonomy? A Case Study
Author: Hannam, Georgie
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Web Sites,Virtual Classrooms,Personal Autonomy,Independent Study,Foreign Countries,Facilitators (Individuals),English for Academic Purposes,Foreign Students,Graduate Students,Asians,Student Attitudes,Interaction,Curriculum Design

UK higher education institutions strive to foster learner autonomy in their students to create more successful learners, yet due to its complex nature, educators and academics continue to search for effective ways to achieve this. This case study investigates how one virtual blogging space on the Independent Learning (IL) pre-sessional module at the University of Southampton seeks to cultivate learner autonomy. This qualitative study was driven by a lack of empirical research exploring both perceptions &quot;and&quot; practices in social learning spaces. Investigations into both of these elements help to gain a deeper understanding of how learning spaces function, which is essential to recognising how they can meet their pedagogical goals. Whilst the blogging space was effective in fostering learner autonomy to some extent, there was evidence of conflicts in how the students, IL Facilitators (ILFs), and curriculum designers perceived the blogging space. This suggests the need for more time spent conveying the rationale of the blogging space to ILFs and subsequently students, and it also highlights the wider importance of understanding individual context. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
Introducing Corpus Linguistic Tools to EFL Undergraduates and Trainee Teachers
Author: Adorján, Mária
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Databases,Second Language Learning,Second Language Instruction,English (Second Language),Pronunciation,Familiarity,Masters Programs,Phrase Structure,Language Teachers,Information Technology,Vocabulary Development,Undergraduate Students,Independent Study,Dictionaries,Teacher Education Programs,Task Analysis,Teaching Methods

Many language teachers use Information and Communications Technology (ICT) in their classrooms to create tasks, quizzes, or polls with general online learning platforms. Few teachers have experience, however, of incorporating online corpus tools in their teaching or assessment practices. This paper will explore how autonomous learning can be fostered by gradually introducing freely available lexical databases, online collocation dictionaries, pronunciation guides, concordancers, N-gram extractors, and other text analysis tools for vocabulary building, skills practice, or self-checking. Tasks used with English as a Foreign Language (EFL) undergraduates and teacher trainees on a Master's Teaching English as a Foreign Language (MA TEFL) course will be presented. I will also explain why having some familiarity with linguistics research can enable teachers to use these applications more meaningfully. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
EAP 4.0: Transforming the English for Academic Purposes Toolkit to Meet the Evolving Needs and Expectations of Digital Students
Author: Davey, Andrew
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: English for Academic Purposes,Student Needs,Blended Learning,Electronic Learning,Independent Study,Educational Resources,Usability,Second Language Learning,Foreign Countries,Assistive Technology,Accessibility (for Disabled),Web Sites,Computer System Design

The English for Academic Purposes (EAP) Toolkit provides a wide range of online learning resources which are used in a mixture of self-study, blended, and classroom settings, primarily by students whose first language is not English. The Toolkit was developed by the eLanguages team at the University of Southampton and first licensed in 2004. This paper describes the most recent major refreshment project to improve both the functionality and appearance of the Toolkit. With the latest updates, we have aimed to increase the appeal of the resources to encourage greater autonomous usage by students, and to improve the ease with which staff can recommend and use Toolkit resources with their students. In this paper we introduce the key updates to the resources, including new functionalities and features, expanding the Toolkit with additional learning resources, a new visual approach, responsive feedback, accessibility upgrades, and strategies for increasing student usage. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions about Consistency across High Schools
Author: Allensworth, Elaine M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Grade Point Average,College Entrance Examinations,Predictor Variables,Academic Persistence,High Schools,College Readiness,Graduation Rate,College Bound Students,College Students,Hierarchical Linear Modeling,Poverty,Ethnic Groups

High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, while test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We find students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent, and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak, smaller than high school effects, and the slope of the relationship varies by high school. [This paper was published in &quot;Educational Researcher&quot; v49 n3 p198-211 2020 (EJ1250589).]
Chinese Parents&apos; Perceptions and Practices of EFL Technology Usage with Young Children
Author: Liu, Xing
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Parent Attitudes,Educational Technology,Second Language Instruction,Second Language Learning,English (Second Language),Electronic Learning,Web Based Instruction,Emotional Development,Social Development,Handheld Devices,Computer Oriented Programs

Despite a large body of literature on the Technology Acceptance Model (TAM), studies on young children's usage of media technology in China are still scant. This paper characterises the variations in Chinese parental acceptance and intent to continue related to their children's use of web-based English as a Foreign Language (EFL) technologies. A sample of 20 parents from an inland city in China participated in individual interviews and reported factors affecting their acceptance and preferences. Thematic analysis reveals that parents' beliefs about EFL affect the perceived ease of use and perceived usefulness of EFL technologies. The study has also found that Chinese parents are now attaching more importance to children's emotional and social skills development. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
An Introduction to the District Capacity Assessment (DCA): Supports for Schools and Teachers
Author: Ward, Caryn
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Districts,Responsibility,Capacity Building,Board of Education Role,Leadership,Leadership Responsibility,Planning,Teamwork,Teacher Competencies,Evidence Based Practice,Performance Based Assessment,Teacher Selection,Training,Coaching (Performance),Data Use,Decision Making,Administrative Organization,Alignment (Education)

School districts (local education agencies) in the United States are charged with many responsibilities, by law and by custom. The most important is responsibility for assuring schools and teachers have the support they need to provide consistent, high quality, and effective education to promote student learning for all students every year. Measures of student outcomes are now commonplace in education. Those measures, while important, have not led to improved student outcomes (Manna, 2008; National Center for Education Statistics, 2013). Recognizing the key role of teachers, what is missing is a measure of district supports for schools and teachers. The District Capacity Assessment was developed to fill this gap. The purpose of this brief is to provide an overview of the District Capacity Assessment and provide resources for additional information and learning.
How Do States Monitor Former English Learners? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Students,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Progress Monitoring,Data Collection

The population of English learners (ELs) in K-12 schools continues to grow. Between the 2009-10 and 2014-15 school years, the percentage of English learners increased in over half of the states, and in 2017, English learners made up 10.1% of the total student population. Research suggests that in their transition to English, non-native speakers fall behind academically, which can intensify the longer a student remains in an English learner program. State education leaders are mindful of this and have implemented policies to identify, serve and reclassify English learners as they become proficient. This resource provides a national comparison of EL policies in all states. The information in this report was gathered from state statute and regulation only. The information included here captures steps to monitor the progress of former English learners. States specify a monitoring time period, data collection requirements, and actions to be taken if a former English learner is not progressing academically. [View the full 50-State Comparison: English Learner Policies here: https://www.ecs.org/50-state-comparison-english-learner-policies.]
Implementation Support Practitioner Profile: Guiding Principles and Core Competencies for Implementation Practice, Version 3.0
Author: Metz, Allison
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Empathy,Personality Traits,Interdisciplinary Approach,Professional Personnel,Participation,Context Effect,Feedback (Response),Change,Sustainability,Intervention,Accountability,Interpersonal Relationship,Leadership Training,Capacity Building,Cooperation,Stakeholders,Power Structure,Participative Decision Making,Improvement,Needs Assessment,Program Implementation,Data Use

The purpose of the &quot;Implementation Support Practitioner Profile&quot; is to identify the skills and competencies needed by implementation support practitioners to support effective implementation and scaling of evidence-informed practices, programs and policies to improve outcomes for people and communities. The integration of implementation research and practice often relies on a specific set of actors who use evidence derived from implementation research to support leaders, practitioners, and community partners in change efforts. We refer to these actors as implementation support practitioners. They often reside outside the service systems they work in but may also reside within a service system when those systems have work units specifically designed to support implementation and scaling efforts. The &quot;Implementation Support Practitioner Profile&quot; outlines the skills and competencies needed to build the capacity of practitioners and communities to effectively use evidence to improve outcomes. The role of the implementation support practitioner is informed by philosophical principles that guide the work and defined by core competencies that describe a range of activities implementation support practitioners conduct. Skills and competencies were identified through a literature review, document review, vetting with individuals providing implementation support, and a content validation survey with international intermediary organizations. A systematic scoping review is underway and focus groups and usability testing will be conducted with implementation support practitioners working in a range of contexts. [This profile was prepared with the Centre for Effective Services.]
Income-Driven Repayment Plans for Student Loans: Budgetary Costs and Policy Options
Author: Karamcheva, Nadia
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Income,Loan Repayment,Student Loan Programs,Federal Aid,Budgets,Enrollment,Costs,Foreign Countries,Taxes,Loan Default,Debt (Financial),Undergraduate Students,Graduate Students

Between 1965 and 2010, most federal student loans were issued by private lending institutions and guaranteed by the government, and most student loan borrowers made fixed monthly payments over a set period--typically 10 years. Since 2010, however, all federal student loans have been issued directly by the federal government, and borrowers have begun repaying a large and growing fraction of those loans through income-driven repayment plans. Introduced as a way to make student loan repayment more manageable, income-driven plans limit payments to a percentage of borrowers' income and allow for loan forgiveness after 20 or 25 years. In this report, the Congressional Budget Office examined how income-driven plans differ from plans that require fixed monthly payments, how enrollment in income-driven plans has changed over time, and how those plans are projected to affect the federal budget. [This report was written with guidance from Sebastien Gay.]