ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Adapt, Adapting to Learn: Redefining Online EFL Teachers&apos; Roles
Author: Michalopoulou, Theologia
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Teacher Role,Educational Change,Online Courses,Teacher Attitudes,Second Language Learning,Second Language Instruction,Language Teachers,Student Attitudes,Technological Literacy,Correlation,Teaching Methods,Foreign Countries,Teacher Student Relationship,Synchronous Communication

The paper investigates Greek online students' and instructors' beliefs on the role that online English as a Foreign Language (EFL) teachers play in synchronous online courses delivered through Skype. Fifty-six online teachers and 93 online adult learners participated in a quantitative research project answering two different online questionnaires. The results showed that most online teachers and learners are satisfied with their technological expertise. Students' levels of satisfaction with online courses is greater than teachers', while there is significant association between teachers' technology familiarization and their satisfaction with online instruction. Teachers' technological expertise is strongly associated with their opinion on the effectiveness of online language courses. Finally, both groups agree that it is primarily the teachers' responsibility to be familiarized with technology to support online education. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
HBCUs Punching above Their Weight: A State-Level Analysis of Historically Black College and University Enrollment and Graduation
Author: Saunders, K. M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Black Colleges,African American Students,Enrollment,Graduation Rate,Outcomes of Education,Economic Impact,Undergraduate Students,Bachelors Degrees

A college degree is increasingly vital for career mobility and economic success as more employers are requiring greater levels of education and credentials. For more than 150 years, historically black colleges and universities (HBCUs) have played a leading role in graduating black students and have made significant contributions to the workforce and economic vitality of the nation. A historically black college and university is defined as &quot;… any historically black college or university that was established before 1964, whose principal mission was, and is, the education of African Americans.&quot; There are 101 accredited public and private HBCUs located in 19 states, the District of Columbia and the U.S. Virgin Islands. While these institutions only represent 3 percent of the nation's colleges and universities, they are economic engines in both their regional communities and the nation, generating substantial economic returns annually. gional economies and how much graduates benefit in terms of increased earnings over a working lifetime. The study noted that every dollar spent on, and by, an HBCU and its students has a positive chain reaction in terms of heightened economic activity, increased job creation, and greater earning potential for graduates. At the national level, the study's key findings revealed that: (1) HBCUs annually generate 134,090 jobs and $14.8 billion in total economic impact for their local and regional economies; and (2) HBCU graduates from 2014 can expect total earnings of $130 billion over their lifetimes--56 percent more than they could expect to earn without their college degrees.
Madison Park II: Capitalizing on Employment Opportunities. White Paper No. 225
Author: Donovan, William
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Vocational High Schools,High School Students,Cooperative Programs,Job Training,Employment Opportunities,Program Effectiveness,Labor Market,Marketing,School Business Relationship,Economic Climate,COVID-19

For many years the co-operative education program at Madison Park Technical Vocational High School in Boston has fallen short of supporters' hopes for it. The number of students it placed in paid jobs with local employers was often below that of co-op programs at other career vocational technical education (CVTE) schools and mostly focused on three or four of Madison Park's 20 industry disciplines. Much of the reason for the disappointing performance has been attributed to struggles the school has endured during the last decade, by now a well-worn story. In 2016 Madison Park was designated a Level 4 school by the Massachusetts Department of Elementary and Secondary Education (DESE), earning an &quot;underperforming&quot; label. Accordingly, school officials created a turnaround plan that they began implementing in June of that year. The co-operative education program, in which students receive hands-on training while being paid, is showing positive signs. The number of students working co-op jobs, though still well behind other regional voc-tech schools, has grown. But can Madison Park notch a win beyond its own walls? More specifically, can it play a larger role in creating educational and economic opportunity in Boston by supplying needed skilled labor for Boston-based businesses? State officials forecast thousands of job opportunities during the next eight years for workers who have the skills and education to do the job. Will the school created to train those workers fulfill its promise? This is the second of two papers by Pioneer Institute about the recovery effort at Madison Park. The first report, published in September of this year, examined the turnaround plan and reported on its progress as judged by the 10-year review of the New England Association of Schools and Colleges. This paper looks at the school's co-operative education program because of its important place within the curriculum and the potential it holds. The paper draws on interviews with school officials, state employment data and other CVTE educators and advocates. [For the first report, &quot;Madison Park Technical Vocational High School Turnaround Update. White Paper No. 215,&quot; see ED607841.]
Constructing Digital &apos;Choose Your Own Adventure&apos; Gamebooks to Enhance Creative Writing and Collaboration Skills
Author: Irwin, Bradley
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Creative Writing,Student Motivation,English (Second Language),Second Language Instruction,Cooperation,College Students,Collaborative Writing,Foreign Countries,Educational Technology,Technology Uses in Education,Student Attitudes,Program Effectiveness,Language Proficiency,Computer Mediated Communication

This paper explains details of a creative writing project aimed at increasing students' motivation to write in English and develop collaboration skills. Forty-eight first-year -- A2-B1 Common European Framework of Reference for Languages (CEFR) level -- English as a Foreign Language (EFL) learners enrolled in a reading and writing course at a Japanese university and participated in a collaborative, project-based language learning task. In small groups, students created gamebooks (approx. 1,500 words) in the Choose Your Own Adventure (CYOA) style using Google Slides. Both experiences from class and survey results suggest that students found the activity highly enjoyable and that their motivation to write in English increased. In the survey, many students also commented about the positive impact that this project had on their ability to express themselves in English while collaborating with their classmates, suggesting that the project fulfilled its two aims. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Providing Quantitative Data with AI Mobile COLT to Support the Reflection Process in Language Teaching and Pre-Service Teacher Training: A Discussion
Author: Ishizuka, Hiroki
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Second Language Instruction,Handheld Devices,Telecommunications,Integrated Learning Systems,Foreign Countries,English (Second Language),Video Technology,French,Teacher Education Programs

Mobile COLT is a portable platform for analysis of activities in the second language classroom, and is based on the well-known Communicative Orientation of Language Teaching (COLT) scheme (Spada &amp; Fröhlich, 1995). It has been developed to facilitate real-time class analysis using a Windows tablet. This paper first describes the COLT analysis scheme, and expounds on the functions of Mobile COLT, its application in classroom practices, and the development of the Artificial Intelligence (AI) version (AI Mobile COLT). It also briefly reports on two studies carried out in Japan to examine how the use of Mobile COLT can further promote language teaching development. Then, the paper briefly describes a collaborative project initiated by the authors to explore how the AI Mobile COLT system can be combined with an ePortfolio platform in Moodle to provide quantitative data built on an evidence-based framework. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
The Progress of Latinos in Higher Education: Strategies to Create Student Success Programs at Community Colleges
Author: Valle, Katherine
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Access to Education,Postsecondary Education,Community Colleges,At Risk Students,Educational Attainment,Program Effectiveness,Intervention,Graduation Rate,Student Needs,Housing,College Readiness,High Schools,Summer Programs,Associate Degrees,Racial Differences,Ethnicity,College Attendance,Academic Support Services,Leadership Responsibility,Partnerships in Education,College School Cooperation,Accountability,Transitional Programs,Faculty Development

Although the United States is touted as a country where anyone could be successful regardless of social class or national background, upward social mobility is hard to attain. Less than one in 10 children born into poverty will reach the top of the income distribution. For many individuals, postsecondary education has historically been a way out of poverty. To increase the number of college degree holders, officials at all levels of government and philanthropic foundations have created initiatives targeted to postsecondary institutions. Given that community colleges provide open access to college at an affordable cost, these institutions have received significant attention in promoting the completion agenda. Latinos, in particular, are a population that can contribute significantly to increasing attainment rates. By 2065, it is projected that nearly one in four U.S. residents will be Latino, up from nearly one in five in 2015. However, only 23 percent of Latinos over the age of 25 have earned an associate's degree or higher -- the lowest rate among any racial and ethnic group currently reported. As the second largest population group in the United States, increasing Latino student college completion is essential to increasing our attainment rates. Institutions looking to create or enhance initiatives that increase access and success should identify programs that work well in one community and adapt the model to account for their specific communities. To provide readers with successful models and strategies, the Association of Community College Trustees (ACCT) interviewed five initiatives at community colleges that have seen positive outcomes. These nationally recognized initiatives were chosen because of their demonstrated commitment to serve students and the community at large. Many of these institutions also serve a substantial number of Latino students, targeting a population that can substantially contribute to the national completion agenda. It is hoped their collective experiences can provide key strategies for success.
Teacher Pay Penalty Dips but Persists in 2019: Public School Teachers Earn about 20% Less in Weekly Wages than Nonteacher College Graduates
Author: Allegretto, Sylvia
Date: 2020-09-17
Type: Reports - Evaluative
Subjects: Teacher Salaries,Public School Teachers,College Graduates,Teacher Strikes,Women Faculty,Gender Differences,Compensation (Remuneration),Fringe Benefits,Salary Wage Differentials,Comparable Worth,Elementary Secondary Education

More than a decade and a half of work on the topic has shown there has been a long-trending erosion of teacher wages and compensation relative to other college graduates. Simply put, teachers are paid less (in wages and compensation) than other college-educated workers with similar experience and other characteristics, and this financial penalty discourages college students from entering the teaching profession and makes it difficult for school districts to keep current teachers in the classroom. Teacher compensation is not just an issue of staffing: effective teachers are the most important school-based determinant of student educational performance. To promote children's success in school, schools must retain credentialed teachers and ensure that teaching remains an attractive career option for college-bound students. This report provides an update on teacher wage and compensation penalty as the U.S. continues to struggle with the COVID-19 pandemic and the economic consequences. While the data in this paper are through 2019 and thus predate the pandemic, the analysis may provide useful insights as schools struggle to reopen. The U.S. has yet to make the necessary investments, and pass the needed policies and procedures (e.g., universal mask requirements and testing, tracing, and isolating protocols) that would allow some semblance of normalcy. Teachers and other school staff will continue the business of educating students in these trying times. They and their unions will play a critical role in moving forward in an effective and safe environment. [This report was produced in collaboration with the Center on Wage and Employment Dynamics (CWED).]
HBCUs and Prior Learning Assessments. Recognition of Prior Learning in the 21st Century
Author: Goldstein, Amy D.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Black Colleges,Prior Learning,Student Evaluation,College Students,Recognition (Achievement),College Credits,Equal Education,African American Students,Low Income Students,Advanced Placement Programs,Military Training

This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. The brief explores the ways in which Historically Black Colleges and Universities (HBCUs) acknowledge and award postsecondary credit to students for college-level learning that took place outside of the institution as a way to improve student outcomes. To do so, Thurgood Marshall College Fund (TMCF) undertook research that reviewed information publicly available regarding prior learning assessment (PLA) policies and information on HBCU websites. The research also engaged in a more in-depth case study analysis of four targeted HBCUs, each of which represents a distinct type of institution. The brief concludes with recommendations for policy and practice with regard to HBCUs and other institutions facing similar resource constraints. Key highlights of this brief include: (1) Most HBCUs advertise PLA opportunities on their websites, and have policies to grant PLA credits; (2) Some public HBCUs target military-based PLA credits, especially institutions that have relationships with military bases; (3) HBCU students utilize College-Level Examination Program (CLEP) in their senior years to gain credits that facilitate fulfilling graduation requirements; (4) Equity issues prevent incoming HBCU students from gaining PLA credits in high school; and (5) Historic HBCU underfunding by states leads to lack of training, facilities maintenance, and personnel training that would support student recruitment and PLA credit engagement. [Thurgood Marshall College Fund co-produced this brief.]
Data-Driven Learning for Languages Other than English: The Cases of French, German, Italian, and Spanish
Author: Jablonkai, Reka
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: French,German,Italian,Spanish,Computational Linguistics,Data Analysis,Second Language Learning,Second Language Instruction,Teaching Methods,Futures (of Society),Barriers,Instructional Effectiveness,Educational Resources,Business Communication,Outcomes of Education,Task Analysis

This paper summarises the contributions to EuroCALL's CorpusCALL SIG Symposium for the year 2020. In line with this year's EuroCALL conference theme, 'CALL for widening participation', the Symposium centred around the theme of &quot;Data-driven learning for languages other than English.&quot; This paper gives a brief overview of developments and challenges when using Data-Driven Learning (DDL) to teach French, German, Italian, and Spanish. As research suggests, a DDL approach has been effectively utilised to teach these languages. However, there are differences in available DDL resources and corpora for the respective languages that are appropriate for language teaching. The main challenges for future developments are also discussed. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Career Pathways Initiative (CPI): Insights from the First Two Years of Implementation. Mid-Program Assessment
Author: Owens, L.
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Career Pathways,Black Colleges,Program Effectiveness,College Curriculum,Extracurricular Activities,Undergraduate Students,Program Implementation,Intervention,Outcomes of Education,Educational Change,African American Students

The CPI Mid-Term Assessment provides insights from the first two years of the United Negro College Fund (UNCF)® Career Pathways Initiative (CPI). The authors derived insights from a comprehensive view of the experience of UNCF's Institute for Capacity Building (ICB) and the network of institutions implementing the program. To facilitate continuous improvement, this assessment shares early insights that guide how the authors address the following questions through completion of the grant: (1) How can ICB's delivery of programmatic supports be refined?; (2) How can scale promising practices be willed across the three-pronged network-based approach?; and (3) How can current efforts to support student success be amplified? UNCF, ICB, and the CPI's ultimate goal is to increase student and workforce outcomes for low-income, first generation Black students and other students of color. This mid-term assessment is an important milestone for the program. Insights from this assessment will shape how UNCF will enhance the execution of the CPI program through the remainder of the grant period. It will also identify promising practices to inform transformative change at historically Black colleges and universities (HBCUs), predominantly Black institutions (PBIs), and other institutions of higher education. The assessment covers the first two years of program implementation or the period from January 2017-December 2019. It is organized to provide insights from three critical components: program overview, early outcomes, and institutional highlights. The assessment ends with a summary of progress to date and path forward.
UNCF Emergency Student Aid: A Look at Program Expansion and Increased Impact
Author: Nagle, B. T.
Date: 2019-00-00
Type: Reports - Research
Subjects: Scholarships,Black Colleges,Emergency Programs,Program Effectiveness,Undergraduate Students,Scholarship Funds,Graduation Rate,Outcomes of Education

The Campaign for Emergency Student Aid (CESA) is a unique United Negro College Fund (UNCF) scholarship program that provides &quot;just-in-time&quot; financial aid to historically black college and university (HBCU) students poised to graduate, but short of funding. In 2018, the Kresge Foundation provided UNCF with funding to better understand how students were selected for CESA awards, the impact of those awards and to gain an in-depth understanding of the array of emergency aid efforts and programs available on UNCF-member institution campuses and their effectiveness to improve student outcomes and increase graduation rates. Specific to emergency aid, this research includes the processes by which HBCUs administer aid, the methods for informing students about availability of aid, the types of aid available, the characteristics of students who receive the aid, funding sources, etc. This study is important as CESA funding revenue has been declining on an annual basis. UNCF seeks to learn more about what is working and what is not working relative to emergency aid programs for HBCU students as the emergency needs continue to grow. It is anticipated that this study will enable UNCF to strengthen its case for CESA support. Increased support will likely lead to increased revenue and, over the long term, improved student outcomes.
The Latest on Developmental Education Research: What States and Colleges Need to Know. Ideas and Evidence 2021
Author: Ratledge, Alyssa
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Remedial Programs,Remedial Instruction,Educational Research,College Students,School Policy,State Policy,Educational Change,Skill Development,Intervention,Student Evaluation,Evaluation Methods,Alignment (Education)

Every year, millions of college students are referred to developmental courses (also called remedial courses). Success rates in these courses are low: Fewer than half of developmental students pass the course sequences to which they were referred. Being referred to developmental education is also highly correlated with dropping out of college. Colleges, researchers, and advocates across the nation have therefore identified developmental education as a place that innovation and change are needed. Research shows that many students referred to developmental education are underplaced. That is, they would have been successful if they had gone directly into college-level courses instead. States and colleges looking to improve student outcomes should start by figuring out which students do not need developmental courses at all. From there, states and colleges can look at other interventions to help students who do need additional support. MDRC is one of many research organizations evaluating innovations in developmental education. For more than a decade, MDRC and the Community College Research Center at Columbia University have together led national research centers on developmental education. This brief presents the latest research on developmental education and provides high-level summaries of findings and implications for practice for states and colleges interested in making a change.