ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring the Implementation and Cost of High Quality Early Care and Education. Project Snapshot. OPRE Report #2022-24
Author: Mathematica
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Program Implementation,Program Costs,Early Childhood Education,Educational Quality,Program Evaluation,Evaluation Methods

A growing body of research demonstrating the benefits of high quality early care and education (ECE) programs for young children, particularly those in families with low incomes, has inspired a strong commitment from both federal and state officials to improve the quality of ECE programs nationwide. Policymakers, administrators, and program and center directors have limited guidance about how to fulfill this goal and would benefit from actionable information about the cost of high-quality care and the use of center-level resources to guide decision-making. The Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families contracted with Mathematica to carry out the Assessing the Implementation and Costs of High Quality Early Care and Education (ICHQ) project. Mathematica is gathering data and designing the ICHQ (pronounced I-check) measures for a broad range of users in the ECE field who are seeking insight into the relationship between a center's work, the cost of the services provided, and ECE quality. Draft measures were created through a multi-case study from 2015 to 2018 and are being tested for validity through a field test conducted in 2021. Once validated, the measures can inform decisions about how best to use resources at the center level to deliver and support high quality ECE. This brief addresses the following questions: (1) What are the ICHQ measures?; (2) Who can use the ICHQ measures?; and (3) What are the ICHQ project activities and products?
Academic Year 2018 through Academic Year 2021 Degrees Awarded and Top-Ten Degrees &amp; August 2021 Academic Program Summary
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Public Colleges,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,African American Students,White Students,Males,Females,Intellectual Disciplines,College Programs,College Students

This report presents academic year 2018 through 2021 degrees awarded and top-ten degrees at Mississippi institutes of higher education, along with Science, Technology, Engineering, and Mathematics (STEM) degrees awarded and top-ten degrees, and August 2021 academic program summary for Mississippi. The following institutes of higher education are presented: (1) IHL System; (2) Alcorn State University; (3) Delta State University; (4) Jackson State University; (5) Mississippi State University; (6) Mississippi State University -- Meridian; (7) Mississippi University for Women; (8) Mississippi Valley State University; (9) University of Mississippi; (10) University of Mississippi Medical Center; (11) University of Southern Mississippi; and (12) University of Southern Mississippi -- Gulf Park. STEM degrees awarded and top-ten degrees are presented for the IHL System. August 2021 academic program summary includes: (1) Definition of Terms; and (2) The Number of Academic Degree Programs Offered by University.
Children and Young People&apos;s Letter Writing in 2021. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2021-10-00
Type: Reports - Research
Subjects: Children,Adolescents,Letters (Correspondence),Writing Skills,Childrens Attitudes,Adolescent Attitudes

The National Literacy Trust's 2018 report on letter writing highlighted the enduring appeal of writing letters to connect people. Many children and young people also said that they write letters to make the person they are writing to happy. This has never been truer now. This report of responses to a survey from early 2021 shows that children and young people's letter writing was impacted by the COVID-19 pandemic, with the key themes of connections, wellbeing, and advocacy/campaigning emerging from children and young people's comments. Key findings from the report include: (1) 1 in 4 (23.4%) of children and young people said that they had written a letter in the past month; (2) more girls than boys said that they had written a letter, as had younger children, compared with their older peers; (3) there was no difference by free school meal (FSM) uptake, with 24.2% of children and young people who received FSMs saying that they had written a letter in the past month, compared with 23.0% of those not receiving FSMs; and (4) 1 in 5 children said that writing made them feel connected to the world. [For the 2018 report, see ED593915.]
Learning for Self-Government: A K-12 Civics Report Card. White Paper No. 246
Author: Randall, David
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Civics,Citizenship Education,Educational Change,Partnerships in Education,Curriculum Development,Ideology,Elementary Secondary Education,United States History,History Instruction,Democracy,Constitutional Law,Civil Rights

This report, intended primarily for civics reformers considering how best to defend and improve traditional American civics education, surveys a selection of different civics offerings, both the traditional and the radical. Surveyed providers include organizations such as the Jonathan M. Tisch College of Civic Life, We the People, and Hillsdale College's 1776 Curriculum. The report assesses both how they approach civics education and their ideological content. The report will also judge each organization's effectiveness--although no one knows exactly what is being taught in each classroom in America, much less precisely what students take from their education. Finally, it will provide recommendations about how civics reformers should build upon this existing array of civics curriculum resources to work most effectively to reclaim America's civics education.
Bottom Line&apos;s Impact: Celebrating 10 Years in New York City
Author: Faulk, Preston
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: High School Students,College Students,Low Income Students,First Generation College Students,College Admission,Access to Education,Higher Education,Nonprofit Organizations,Organizational Effectiveness,Minority Group Students,Graduation Rate,Income,Graduates

Thinking about college provokes a mix of excitement and angst for high school students. For many, applying to and attending college are a normal rite of passage. But for many students in the U.S., particularly from low-income backgrounds, the idea of getting into college feels daunting and foreign. In 1997, Dave Borgal founded Bottom Line to help 25 seniors from Roxbury, Boston get accepted to college. After 14 years of growth, service, and program evolution in Massachusetts, Bottom Line expanded to New York City. Since 2011, beginning with its inaugural class of 121 high school seniors and 22 first-year college students, Bottom Line has helped thousands of first-generation New York City students from low-income backgrounds get into college, persist in college, and earn their degrees. To commemorate the 10 years that Bottom Line has supported New York City students from underserved communities, this report examines the impact the nonprofit has had on its participants and their communities. [This report was co-published by Bottom Line.]
The Impact of Undergraduate Research on Student Outcomes: Examining High Impact Practices in TBR Community Colleges. Iteration 2. Series on Student Engagement and High Impact Practices. TBR Working Papers
Author: Gorbunov, Alexander
Date: 2022-01-00
Type: Reports - Research
Subjects: Student Research,Undergraduate Students,Community Colleges,Two Year College Students,Evidence Based Practice,Academic Achievement,Graduation,College Transfer Students,Time to Degree,Dropouts,Outcomes of Education

We investigate whether student participation in undergraduate research--a high impact practice at TBR community colleges--has an effect on (1) academic performance; (2) probability of graduation, university transfer, and student departure; and (3) time to completion, transfer, and departure. Using enrollment, graduation, and course-taking data on community college students from the Tennessee Board of Regents and National Student Clearinghouse, we track the 2017 freshmen cohort over twelve calendar semesters and examine their exposure to undergraduate research experiences and their key educational outcomes. We generate propensity scores with a machine learning algorithm and use a doubly robust inverse probability weighting estimator to mitigate the selection bias and compare outcomes of similar students among undergraduate research participants and nonparticipants. Overall, we find that undergraduate research participants demonstrate better academic performance, are more likely to graduate and transfer, are less likely to depart, and progress to transfer and departure slower than similar nonparticipants. The effects grow in size with an increase in frequency of undergraduate research experiences.
Facilitating Reflection in Teletandem through Automatically Generated Conversation Metrics and Playback Video
Author: Dey-Plissonneau, Aparajita
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Videoconferencing,Native Speakers,Intercultural Communication,Computer Mediated Communication,Undergraduate Students,French,Student Attitudes,Student Surveys,Self Esteem,Foreign Countries,Video Technology,Exchange Programs,Discourse Analysis,English (Second Language)

This pilot study focuses on a tool called L2L that allows second language (L2) learners to visualise and analyse their Zoom interactions with native speakers. L2L uses the Zoom transcript to automatically generate conversation metrics and its playback feature with timestamps allows students to replay any chosen portion of the conversation for post-session reflection and self-review. This exploratory study investigates a seven-week teletandem project, where undergraduate students from an Irish university learning French (B2) interacted with their peers from a French university learning English (B2+) via Zoom. The data collected from a survey (N=43) and semi-structured interviews (N=35) show that the quantitative conversation metrics and qualitative review of the synchronous content helped raise students' confidence levels while engaging with native speakers. Furthermore, it allowed them to set tangible goals to improve their participation, and be more aware of what, why, and how they are learning. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Helping Aerospace Engineering Students Develop Their Intercultural Communicative Competence
Author: Di Sarno-García, Sofia
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Videoconferencing,Computer Mediated Communication,Student Attitudes,Foreign Countries,International Educational Exchange,Cooperative Learning,Synchronous Communication,Cultural Awareness,Spanish,English (Second Language),Undergraduate Students,Universities,Social Networks,Aerospace Education,Engineering Education

This paper presents a six-week telecollaborative project carried out between B2 (Common European Framework of Reference for languages -- CEFR) level learners of English from the Universitat Politècnica de València (UPV), Spain, and B1 (CEFR) level students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help Spanish-speaking students develop their Intercultural Communicative Competence (ICC). Students carried out asynchronous discussions focusing on two cultural topics in groups of four through the social network MeWe and participated in synchronous Zoom sessions in pairs. To conclude the project, students completed a collaborative task with their overseas partners. Qualitative data was gathered through the analysis of the transcripts of the Zoom sessions, the students' posts on MeWe, as well as a final project questionnaire. Results revealed that the students who engaged the most in the synchronous sessions and felt curiosity about their partners' culture were also the same ones who contributed the most to the cultural discussions on MeWe. At the end of the course all participants felt they had learnt something about their partners' culture. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Design-Based Research as a Framework for Developing and Deploying Augmented Reality Applications and Scenarios for Intercultural Exchange
Author: Hadjistassou, Stella
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Exchange Programs,Game Based Learning,Intercultural Communication,Vignettes,Cultural Awareness,Teaching Methods,Cooperative Learning,Computer Software,Foreign Countries,Programming Languages

This paper delves into the underlying phases involved in designing, developing, and deploying Augmented Reality (AR) applications and game-based scenarios that will be implemented during intercultural exchanges among students in two different academic institutions in Sweden and Cyprus. Building on principles of design-based research (Barab &amp; Squire, 2004; Klopfer &amp; Squire, 2008), the aim is to expand the learning ecology by leveraging instructional tools and developing novel scenarios to broaden the trajectories of collaboration, intercultural understanding and communication, and cultural knowledge. The AR applications and scenarios are in the process of being developed as part of the Digital Methods Platform for Arts and Humanities (DiMPAH) project, where game-based activities will foster intercultural collaboration, exploration of cultural heritage sites, intercultural understanding, knowledge, and interaction. Adopting a bottom-up approach, instructors collaborate with a software developer and an extended research team to design pedagogically and culturally potent scenarios embedded in novel technologies that bring the virtual into the physical world. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Using Virtual Reality and Peer Feedback to Reduce L2 Speaking Anxiety: An Exploratory Study
Author: Godefridi, Isabelle
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,Anxiety,Public Speaking,Second Language Learning,English (Second Language),Program Effectiveness,Foreign Countries,Young Adults,Feedback (Response),Peer Evaluation,Student Attitudes

The present study explored whether the use of Virtual Reality (VR) technology can help lower public speaking anxiety in the L2. To this end, we conducted an exploratory effect-of-instruction study using a one-group pre-test/post-test design with nine learners of English as an L2. The results from the post-test show that using VR in combination with peer feedback offers an interesting gateway to reducing public speaking anxiety. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Coteaching in Delaware. Policy Brief
Author: Scantlebury, Kathryn
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Team Teaching,Educational Benefits,Student Teaching,Cooperating Teachers,Student Teachers,College School Cooperation,Educational Policy

The Partnership for Public Education supports collaborative development processes among all stakeholders in education. University of Delaware educational researchers and professors, field supervisors, clinical educators, and graduate and undergraduate students from teacher education programs share the common goal to advance the success of public school students. This brief provides a background of the coteaching method and the evidence-based value and benefits for educators and students.
Family and Schools: How Principals Shape Contexts for Engagement. Community Engagement Initiative. Practice Brief
Author: Bailes, Lauren P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Principals,Administrator Role,Elementary Secondary Education,Parent Attitudes,Family School Relationship,Parent Participation,Self Efficacy,Educational Legislation,Federal Legislation,Barriers,Diversity (Faculty),Educational Environment,School Safety

Principals' influence on students is largely indirect, but their work in shaping school cultures, equipping teachers, and welcoming families all support students' academic achievement. A few pivots on the part of principals may transform the ways that parents and families participate in and engage with their students' schooling. This brief is designed to help principals incorporate practices into their schools which invite the engagement and expertise of students' families. It describes a survey study of about 180 parents and guardians of K12 students in the Wilmington, Delaware metropolitan area. The goal of the study was to better understand whether families trust schools, the extent of their engagement, and the strength of their efficacy beliefs regarding school engagement. Conversely, the research team also set out to understand what schools are doing or have done to contribute to feelings of trust and to cultivate families' efficacy for school engagement.
Assessing the Quality of TTS Audio in the LARA Learning-by-Reading Platform
Author: Akhlaghi, Elham
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Educational Quality,Computer Assisted Instruction,Audio Equipment,Comparative Analysis,Multilingualism,Reading Processes,Second Language Learning,Second Language Instruction,Multimedia Materials,Open Source Technology,Likert Scales,Native Speakers

A popular idea in Computer Assisted Language Learning (CALL) is to use multimodal annotated texts, with annotations typically including embedded audio and translations, to support L2 learning through reading. An important question is how to create the audio, which can be done either through human recording or by a Text-To-Speech (TTS) synthesis engine. We may reasonably expect TTS to be quicker and easier, but humans to be of higher quality. Here, we report a study using the open-source LARA platform and ten languages. Samples of LARA audio totaling about three and a half minutes were provided for each language in both human and TTS form; subjects used a web form to compare different versions of the same item and rate the voices as a whole. Although human voice was more often preferred, TTS achieved higher ratings in some languages and was close in others. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Online Translators for L2 Writing: A Comparison of Student and Teacher Perspectives
Author: Alm, Antonie
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Translation,Computational Linguistics,Second Language Learning,Second Language Instruction,Undergraduate Students,Student Attitudes,French,German,Chinese,Japanese,Spanish,Writing Evaluation,Language Teachers,Teacher Attitudes,Comparative Analysis,Teaching Methods,Grammar,Proofreading,Dictionaries,Computer Software

This short paper reports on the preliminary findings of a study into the use of Online Translators (OTs) by university language students. Students of Chinese, French, German, Japanese, and Spanish and their teachers responded to comparative surveys on their respective use and evaluation of OTs for L2 writing in formal language learning contexts. Findings indicate that teachers have little awareness of the range of strategies students apply when using OTs as writing tools. Concerns of OT misuse for cheating or as a replacement for language learning seem largely unfounded. Students, however, perceive a lack of guidance for the appropriate use of OTs. Preliminary findings suggest that teachers need to review their assumptions about students' OT practices and that both students and teachers would benefit from technical and pedagogical OT training. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
A Way Home: Why Supporting Youth Experiencing Homelessness Is Critical in Michigan
Author: Erb-Downward, Jennifer
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Public Schools,Homeless People,At Risk Students,Intervention,Emergency Shelters,Housing Needs,Safety,High School Students,Health,Services,Well Being,Access to Health Care,Age Differences,Adolescents,Health Behavior,Student Needs,State Policy

Before the start of the pandemic, Michigan's public schools identified 4,763 homeless youth living independent of parental support. These youth are homeless--living outside, in shelters, or bouncing from couch to couch. They are estranged from their parents, usually due to abuse, neglect, or parents' struggles with addiction, mental health problems, or extreme poverty. Homeless youth experience multiple negative physical, mental, and behavioral health outcomes. Early intervention is imperative since the length of homelessness compounds and increases the risks of poor health outcomes, such as suicide attempts, sexual assault, exposure to violence, and human trafficking. One critical intervention that enables unaccompanied minors to connect to services and caring adults is safe and accessible shelter. Unfortunately, only a small proportion of unaccompanied minors in Michigan are accessing emergency shelter. This brief estimates the total number and ages of high school youth who face homelessness in the state, their health risks, and use of support services in the last 12 months using data from the Michigan Department of Education, Michigan's 2018 Annual Report on Ending Homelessness, and the 2019 Youth Risk Behavior Survey (YRBS). Based on this analysis it was found that the likely number of homeless unaccompanied minors in Michigan is much higher than shelter or school data suggest. Data also show that homeless youth in Michigan face much higher risks to their health and well-being and are accessing primary health care at much lower rates than their housed peers.
Digital Language Teaching after COVID-19: What Can We Learn from the Crisis?
Author: Werner, Sina
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,COVID-19,Pandemics,English (Second Language),Language Teachers,Teacher Education Programs,Technological Literacy,Teacher Attitudes,School Closing,Educational Change,Teacher Competencies,Distance Education,Foreign Countries

The COVID-19 pandemic and resulting school closures have confronted the educational sector with numerous challenges. This study focuses on how teachers faced these challenges and examines what we can learn from the crisis for prospective digitally-enhanced English language teaching (ELT) and teacher education. It follows a qualitative research design and is based on semi-structured interviews with 20 foreign language teachers. The transcripts were analysed using qualitative content analysis to investigate teachers' perspectives on their work during the pandemic and to describe needs concerning their professionalisation. First results suggest that Computer Assisted Language Learning (CALL) needs to be integrated better in teacher education to foster teachers' competences for teaching languages online. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]