ethanporcaro/eric-fulltext-meta huggingface dataset:
An In-Depth Exploration of the Effects of the Webcam on Multimodal Interactive Learning
Author: Codreanu, Tatiana
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Faculty,Graduate Students,Experienced Teachers,French,Online Courses,Electronic Learning,Electronic Equipment,Video Technology,Videoconferencing,Computer Peripherals,Synchronous Communication,Interaction,Learner Engagement,Learning Modalities,Discourse Analysis,Computer Assisted Instruction,Educational Technology,Second Language Instruction,Qualitative Research

Current research describes multimodal pedagogical communication of two populations of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the university Lumiere-Lyon 2, France) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (&quot;VISU&quot;) designed for delivering online courses. The study focuses on the webcam's effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.
Task Design for L2 Oral Practice in Audioblogs
Author: Appel, Christine
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Oral Language,Feedback (Response),Audio Equipment,Video Technology,Student Surveys,Teacher Surveys,Student Attitudes,Teacher Attitudes,Computer Assisted Instruction,Computer Mediated Communication,Electronic Publishing,Web Sites,College Instruction,Higher Education,Distance Education,Web 2.0 Technologies

The development of oral skills poses a challenge in language teaching whether this takes place face-to-face, through distance education or in blended learning contexts. Two main problems arise: first of all students don't have enough opportunity to use their target language orally, and secondly, students oral performance is mostly unrecorded and therefore there is little opportunity for the student to revise it or for the teacher to give detailed feedback and design post-task activities for raising language awareness. New web 2.0 tools have opened new possibilities for the practice of oral skills outside the classroom, or within virtual classrooms. There are now many tools that make it possible for students to make audio or video recordings and share them easily and in an inexpensive manner. However it is important to find a way of managing these recordings efficiently within a classroom situation and to embed these oral activities within pedagogical tasks that will make the most out of their language learning potential. Audioblogs can be a solution for these problems and offer a favourable environment for oral tasks. This paper describes the results of a study looking at different ways teachers in a distance education university make use of LANGblog, an audioblog developed within the framework of the SpeakApps project.
Towards New Roles for Learners and Teachers in a Language Learning System?
Author: Chateau, Anne
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Role Perception,Student Role,Teacher Role,Personal Autonomy,Discourse Analysis,Transcripts (Written Records),Student Journals,Questionnaires,Counseling Services,Language Arts,Active Learning,Integrated Curriculum,Cohort Analysis,Systems Approach,Student Attitudes,Technology Uses in Education,Foreign Countries

In a flexible language learning system, developed at a French university and gradually improved through Action Research, different elements are combined: individual work on a virtual learning environment (VLE), pair-work and counselling appointments. One of the objectives of the system is to help the students involved progress towards autonomy--defined as &quot;the ability to take charge of one's own learning&quot; (Holec 1981: 3) or &quot;as the capacity to take control over one’s own learning&quot; (Benson 2001: 2)--in their learning of English. The implementation of the system involves a new conception of the different actors' roles. Teachers become tutors, or counsellors, as defined by CRAPEL (Gremmo, 1995; Ciekanski, 2005) with new specific pedagogical goals (Bertin, Grave &amp; Narcy-Combes, 2010) and the learners have a new role to play. The introduction of two new guidance tools over the last years--a logbook, and specific sections in the existing forum of the VLE--were meant to help the students develop a reflexive approach and thus enhance autonomization, or developing learners' capacity to learn (Holec 1990: 77), and, in a second time, to promote the development of collaborative learning strategies and encourage the students to use strategies which they would not primarily have thought of. The guidance tools used in this specific language learning environment such as the counselling appointments, the logbook, and the forum, may influence the roles played by the different actors, but also the representations they have of their own roles, which may have an impact on their motivation and thus on the autonomization process (Dickinson, 1995). From the creation of the flexible system five years ago, the research has studied a population of 610 students through quantitative and qualitative analyses (Chateau, 2008; Chateau &amp; Zumbihl, 2010). Focusing on the results obtained with the last population of students, the paper discusses the differences between them and the previous populations, and in particular whether the evolution of the roles played by the different actors, as compared with traditional language teaching/learning situations, has been enhanced.
Application of Gender Difference and Topic Preference to Promote Students' Motivation for Online EFL Learning
Author: Chen, Anna
Date: 2012-00-00
Type: Journal Articles
Subjects: Gender Differences,Foreign Countries,Student Motivation,English (Second Language),Majors (Students),Cultural Influences,Educational Technology,Internet,Aural Learning,Questionnaires,Learning Motivation,Brain,Preferences

The focus of this paper is to apply the analysis of gender difference and topic preference to enhance and motivate online EFL learning shown by Taiwanese students enrolled in Freshman English Aural Training courses for English majors in a university in central Taiwan. Online learning for EFL students has been a worldwide trend. Hundreds of websites are accessible for EFL students to learn English linguistically and culturally. Many websites are free for users to learn autonomously; however, in order for EFL students to learn English effectively, it is essential for EFL teachers to create a pedagogical design to increase students' motivation to learn. Gender difference has been a controversial issue. Scientists have found that the brain structure of men and women are different (Rogers, 1999, Sax, 2005). While this is true, the influence of culture on EFL students' preference for different topics to learn online cannot be underestimated. This paper will present the preferences shown by both male and female Aural Training students' choices toward Voice of America (http://www.voanews.com/learningenglish/home/) online listening articles in the following topics: Science, Technology, Education, Entertainment and Economy. The analysis of the data shows that gender difference in choosing topics online for EFL learning is applicable to EFL pedagogical design and thus suggests that EFL teachers take these two factors in consideration when planning materials for the male and female students in their EFL classes. (Contains 2 charts and 2 figures.)
&quot;I'm* Two Rabbits&quot; / &quot;J'ai un Rouge Pullover*&quot;. How Corrective Feedback Is Handled in Collaborative Exchange Programmes between Early Language Learners
Author: Choffat-Durr, Anne
Date: 2012-00-00
Type: Reports - Research
Subjects: Feedback (Response),Error Correction,Second Language Learning,Computer Mediated Communication,Social Environment,Learning Processes,Foreign Countries,Intercultural Communication,Exchange Programs,Interaction,Elementary School Students

This article presents how, in the social dynamics of two classrooms involved in an exchange programme, young learners provide their peers with asynchronous feedback taking place in the digital medium. Within two Call Triangles that interact thanks to Computer Mediated Communication tools, teachers sharing the same methodological precept on learning processes give more autonomy to the learners. Here we focus mainly on a salient fact to show how they make use of this freedom.
The Numbers Don't Lie: Why New York City School Closings are Justified. Issue Brief No. 8
Author: Winters, Marcus
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Charter Schools,School Closing,School Effectiveness,Parent Surveys,Teacher Surveys,School Safety,Academic Achievement

New York City's leading teachers' union signaled that it will not give up its fight to keep the city from closing bad schools. The Department of Education administers voluntary surveys to parents and teachers in each of its public and charter schools. The results of these surveys account for about 10 percent of the accountability score used to grade schools from &quot;A&quot; to &quot;F&quot; each year. The table presented in this Issue Brief reports the answers of city parents and teachers to some pertinent questions about the quality of their schools. The table juxtaposes survey answers from the twenty-six schools designated for closure with those from all other city schools. (Contains 1 table and 4 endnotes.)
Romney's Education Plan: Recognizing the Success of Special Education Vouchers. Issue Brief No. 16
Author: Winters, Marcus
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Special Education,Educational Vouchers,Federal Aid,Federal Legislation,Educational Legislation,Disabilities,Educational Policy,Accountability,School Choice,Public Schools,Costs,Educational Finance,Incentives,Disability Identification

In a major address and policy white paper on education, Massachusetts governor Mitt Romney proposed to allow students enrolled in special education programs to use the federal dollars tied to their disability to attend a public, charter, or (when permitted by state law) private school of their choice. The basic principle behind Romney's plan--that the dollars spent to educate a child should be portable as students move to their preferred school--is a powerful one with the potential to fundamentally improve the relationship between students and their schools. Of course, special education is primarily a state and local responsibility and any president's policies will have effect only at the margins. If enacted, Romney's proposed policy could set an important precedent that further pushes states in a direction many of them have drifted over the last decade. At worst, Romney's plan would better utilize the relatively small amount of federal resources in education. At best, this policy might encourage states to buttress the effectiveness of federal reform by allowing state and local education dollars to follow students as well. Florida's decade-long experience with special education vouchers suggests that Romney's proposal would indeed be effective policy. The details for Romney's proposal are described in this Issue Brief. (Contains 14 endnotes.)
Measuring Teacher Effectiveness: Credentials Unrelated to Student Achievement. Issue Brief No. 10
Author: Winters, Marcus
Date: 2011-08-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Public School Teachers,Credentials,Elementary School Teachers,Academic Achievement,Elementary School Students,Teacher Certification,Teaching Experience,Masters Degrees,Teacher Evaluation,Educational Research

Given the challenges facing American public education today, identifying effective teachers is a more vital task than ever before. In the U.S. public school system today, the method used to determine teacher effectiveness--and thus to drive salary, promotion, and tenure decisions--is based on a few external credentials: certification, advanced degrees, and years of experience in the classroom. Yet according to a new analysis of student performance in Florida that two colleagues and the author conducted, little to no relationship exists between these credentials and the gains that a teacher's students make on standardized math and reading exams. The expansive study included all test-taking public elementary school students in the state of Florida over a period of four years. This study, to be published in the peer-reviewed journal &quot;Economics of Education Review,&quot; builds on two decades of research from a variety of school systems and confirms a consistent finding: external teacher credentials tell next to nothing about how well a teacher will perform in the classroom. Along with coauthors Jay Greene and Bruce Dixon (professors at the University of Arkansas), the author of this Issue Brief utilized a data set provided by the Florida Department of Education to study the relationship between elementary school teachers' training and experience, on the one hand, and the learning gains made by their students in a given year, on the other. (Contains 10 endnotes.)
A Fresh Look at Student Engagement. Annual Results 2013
Author: Indiana University, National Survey of Student Engagement
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,National Surveys,Educational Quality,Student Characteristics,Questionnaires,Student Attitudes,College Environment,Student Development,Cooperative Learning,Teacher Student Relationship,Student Experience,Learner Engagement,Educational Policy,Educational Indicators,Institutional Characteristics,Cognitive Development,Majors (Students),Course Evaluation,Learning Strategies,College Seniors,Online Courses,Thinking Skills,Reflection,Integrated Curriculum,College Freshmen,Teaching Methods,Foreign Countries

The National Survey of Student Engagement (NSSE), launched in 2000 and updated in 2013, documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational practices associated with high levels of learning and development. The questionnaire collects information in five categories: (1) participation in dozens of educationally purposeful activities, (2) institutional requirements and the challenging nature of coursework, (3) perceptions of the college environment, (4) estimates of educational and personal growth since starting college, and (5) background and demographic information. The NSSE was updated to included new content, refined content, new summary measures, and topical modules. The results are based on nearly 335,000 census-administered or randomly sampled first-year and senior students attending 568 U.S. bachelor's degree-granting institutions that participated in NSSE in spring 2013. Data was also used from two topical modules appended to the Web version of the survey for a subset of 2013 institutions. Among the results was that students whose courses challenged them to do their best work also experienced greater emphasis on higher-order learning and higher levels of reflective and integrative learning. Emphasis on higher-order learning was nearly doubled among seniors who indicated a high level of course challenge compared with those whose courses provided low challenge. A section on engagement indicators and a list of the participating colleges and universities are also included. (Contains 12 tables, 28 figures, and 6 online resources.)
Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. Appendix D: Standard Error Tables. First Look. NCES 2014-008
Author: National Center for Education Statistics (ED)
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Adult Literacy,Adults,Numeracy,Mathematics Skills,Reading Skills,Problem Solving,Information Technology,Late Adolescents,Foreign Countries,Cross Cultural Studies,Age Differences,Gender Differences,Educational Attainment,Racial Differences,Ethnicity,Employment Level,Health,Learning Disabilities,Scores

This paper provides Appendix D, Standard Error tables, for the full report, entitled. &quot;Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008.&quot; The full report presents results of the Program for the International Assessment of Adult Competencies (PIAAC). Results are reported for a representative sample of adults in the United States age 16 to 65 and are compared to an international average of adults in countries/regions that participated in the PIAAC 2012 assessment. The full report presents average score results for three separate scales: literacy, numeracy, and problem solving in technology-rich environments and percentages of adults performing at different proficiency levels for each scale. Literacy and numeracy results are reported at Below Level 1, Level 1, Level 2, Level 3, and Level 4/5; problem solving in technology-rich environments is reported at Below Level 1, Level 1, Level 2, and Level 3. The report includes results for groups of adults as defined by various demographic characteristics (e.g., gender, age, race/ethnicity, and level of educational attainment) and level of skill use in and outside of work. Overall results in literacy and numeracy are compared to results from previous international assessments. (Contains 35 tables.) [To view the full report, &quot;Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008.&quot; see ED544452.]
Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008
Author: Goodman, Madeline
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Adult Literacy,Numeracy,Foreign Countries,Cross Cultural Studies,Reading Skills,Problem Solving,Cognitive Ability,Information Technology,Basic Skills,Mathematics Skills,Computation,Questionnaires,Trend Analysis,Scores,Adults,Late Adolescents,Age Differences,Gender Differences,Educational Attainment,Racial Differences,Ethnicity,Employment Level,Health,Learning Disabilities

The Program for the International Assessment of Adult Competencies (PIAAC) is a cyclical, large scale study of adult skills and life experience focusing on education and employment that was developed and organized by the Organization for Economic Cooperation and Development (OECD). In the United States, the study was conducted in 2011-12 with a nationally representative sample of 5,000 adults between the ages of 16 and 65. Similar nationally representative samples of adults were surveyed in each of the 22 other participating countries. The goal of PIAAC is to assess and compare the basic skills and the broad range of competencies of adults around the world. The assessment focuses on cognitive and workplace skills necessary for successful participation in 21st-century society and the global economy. Specifically, PIAAC measures relationships between individuals' educational background, workplace experiences and skills, occupational attainment, use of information and communication technology, and cognitive skills in the areas of literacy, numeracy, and problem solving in technology-rich environments. Appended are: (1) Members of the PIAAC Subject Matter Expert Groups; (2) PIAAC Scales and Proficiency-Level Descriptions; (3) Methodology and Technical Notes; and (4) Standard Error Tables. (Contains 3 tables, 33 figures, 7 Exhibits, and 7 footnotes.) [To access Appendix D, Standard Error Tables, see ED544451. This report was prepared in part under Contract No. ED-04-CO-0059/0030 with Westat.]
Trends in CTE Coursetaking. Data Point. NCES 2014-901
Author: Hudson, Lisa
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Public Schools,High School Graduates,Credits,Academic Education,Educational Trends

This NCES Data Point shows changes in high school students' participation in career and technical education (CTE) between 1990 and 2009. The Data Point documents an overall decline in CTE participation during this period, although participation increased in some CTE occupational areas, such as communications and health care. (Contains 2 figures.)
Who Considers Teaching and Who Teaches? First-Time 2007-08 
Bachelor's Degree Recipients by Teaching Status 1 Year after Graduation. Stats in Brief. NCES 2014-002
Author: Staklis, Sandra
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Longitudinal Studies,Statistical Data,College Graduates,Bachelors Degrees,National Surveys,Teacher Certification,Occupational Aspiration,Teacher Education,Grade Point Average,Majors (Students),STEM Education,Debt (Financial),Teacher Salaries,Job Satisfaction

This Statistics in Brief examines the teaching status of 2007-08 first-time bachelor's degree recipients one year after graduation. The analysis compares four groups with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor's degree, those who prepared to teach but had not taught, those who considered teaching, and those who did not consider teaching. The study is based on data from the 2009 Baccalaureate and Beyond longitudinal study (B&amp;B:09) of bachelor's degree recipients conducted by the National Center for Education Statistics. (Contains 3 tables, 10 figures, and 18 footnotes.) [This Statistics in Brief was prepared for the National Center for Education Statistics under Contract No. EDED-07-CO-0104 with RTI International.]