ethanporcaro/eric-fulltext-meta huggingface dataset:
Covert Autoethnography
Author: Coker, David C.
Date: 2023-00-00
Type: Speeches/Meeting Papers
Subjects: Autobiographies,Ethnography,Doctoral Dissertations,Doctoral Students,Student Research,Credibility,Content Analysis,Audits (Verification)

Doctoral students and researchers commonly practice reflexivity in the research processes. Covert autoethnography was autoethnography which was denied by claims of reflexivity and statements of being unbiased, neutral, and objective. In the research, 15 educational leadership dissertations using qualitative research from 15 universities in the United States of America were examined using thematic analysis. There were three key findings: theory of purification, act of symbolic verification, and theory legitimation. A discussion ensues, with the recommendation researchers need to develop biases within all facets of research. [This paper was published in: &quot;2023 International Symposium on Autoethnography and Narrative,&quot; edited by T. E. Adams, 2023.]
Attainment with AI: Making a Real Difference in College Completion with Artificial Intelligence
Author: Complete College America (CCA)
Date: 2023-11-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Artificial Intelligence,Higher Education,Technology Uses in Education,Educational Change,Educational Innovation,College Students,Minority Group Students,Strategic Planning

Recent developments in generative artificial intelligence (AI) have spurred a new sense of urgency around the transformative potential of AI in the workforce, education, and economy. Many forms of AI have long been in use in the education industry, but with the introduction of new generative AI technology (e.g., ChatGPT, Claude, Bard, and Bing), conversations around the use of such tools have exploded. By proactively shaping the narrative around AI in postsecondary education, these transformative technologies can be harnessed to promote equitable attainment, enabling students from all backgrounds to access and successfully complete their definition of college attainment. Understanding both the risks and transformative potential of generative AI, in the summer of 2023, Complete College America (CCA) convened a working group of higher education thought leaders to embrace experimentation and innovation and share lessons to create guardrails for the responsible use of AI. This publication serves as a comprehensive playbook for higher education institutions, offering a curation of over 200 potential applications of artificial intelligence (AI) designed to bolster student success, with a particular emphasis on college completion. Recognizing that the field of AI is dynamic and constantly evolving, this report aims to inform and inspire action, presenting a range of solutions from immediate, implementable steps to more aspirational, forward-thinking strategies. Readers should be aware that as the landscape of AI continues to change, so too might the context and relevance of the applications and recommendations provided herein. This report is specifically tailored for higher education leaders committed to improving outcomes for historically underserved student populations. Policymakers, advocates, education technology leaders, higher education managers, and other stakeholders interested in the role of AI in college completion and outcomes may also find value in this report. [This report was created in partnership with T3 Advisory.]
The AI Divide: Equitable Applications of AI in Higher Education to Advance the Completion Agenda. A Position Paper on AI, Access, and Digital Tools as Levers for Equity in Higher Education.
Author: Complete College America (CCA)
Date: 2023-11-00
Type: Reports - Evaluative
Subjects: Artificial Intelligence,Computer Uses in Education,Higher Education,Graduation,Equal Education,Inclusion,Data Use,Disproportionate Representation

In this position paper, the authors lay out the imperative for equitable artificial intelligence (AI), highlighting the essential role of access-oriented institutions and calling on technology companies (both large and small), foundations, and local, state, and federal regulators to consult with the newly convened Complete College America Council on Equitable AI in Higher Education. Their belief is that equitable AI spans far beyond the risk of mis-trained data. How schools adopt or reject these tools, the priorities of AI vendors, access to resources that enable the use of these tools, and the systemic integration of historically underrepresented and underserved voices will shape whether technology amplifies privilege or fosters inclusivity. A three-fold framework is presented for understanding Equity in AI, considering not just the quality and unbiased nature of the data used to train generative AI machines but also who has access to conversations around policy and product, as well as which institutions have access to the resources and safety nets that enable innovation and experimentation in the field of AI. A disruptive new advisory council is proposed, the Complete College America Council on Equitable AI in Higher Education, composed of representatives from historically excluded institutions and, by extension, students. The authors urge policymakers, technologists, and funders to proactively consult the Council and disrupt systemic inequities by integrating AI into higher education rather than continue to perpetuate them. [This paper was created in partnership with T3 Advisory.]
Absence of Vowels in the English Spelling of Arabic Personal Names on Social Media
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabic,Vowels,Social Media,English (Second Language),Spelling,Pronunciation,Language Proficiency,Alphabets

Many users of social media from different countries and speaking different languages that use non-Latin orthography such as Arabic choose to transliterate their first name and surname in Romanized script, vis English. Due to the differences between the user's native language and English in vowels and consonants and how they are pronounced, some people make vowel and consonant errors in the English spelling of their names due to the user's proficiency level in English and their awareness level of the grapheme-phoneme correspondences in their native as well as English language. This study aims to investigate vowel omissions in the English spelling of Arabic personal names, what kind of vowels are omitted, location of the missing vowels, why educated Arabs omit vowels in the English spelling of their names, whether vowel omissions are attributed to transfer from the native language (Arabic) or lack of competence in English spelling. Analysis of a sample of Arabic personal names with missing vowels in their English spelling showed that in the vast majority of misspelled names, one short vowel is missing. In most cases, the missing short vowel is fatha /a/ in the first syllable of the name. It seems that educated Arabs transfer the Arabic vowel system to English. The Arabic orthographic system has 3 long vowels represented by written letters [foreign characters] /a:, i:, u:/ and 3 short vowels that are represented by diacritics which are pronounced but not shown in the written form of Arabic words. In addition, omission of short vowels in the English spelling of Arabic names may be attributed to how the name is pronounced in the dialect of the Arabic speaker, not how it is pronounced in Standard Arabic, especially when the vowel is in the initial syllable of some surnames. Vowel deletion may also be due to insufficient proficiency in English and lack of contrastive knowledge of the Arabic and English vowel and spelling systems. Examples of transliterated personal names with missing vowels, explanations, causes, and recommendations for more accurate spelling in English are given.
Favorite Magazines and Reading Topics among Saudi Female College Students
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Females,Islam,Religious Factors,Foreign Countries,College Students,Student Attitudes,High School Students,Junior High School Students,Textbooks,Reading Instruction,Clothing,Artists,Musicians,Poetry,Reading Attitudes,Politics,History,Social Media,Television,Programming (Broadcast),Online Courses,Electronic Publishing,Computer Software,Reading Materials,Preferences,Audio Books,Recreational Reading

This study aimed to explore the magazines and topics that female college students like to read, and the topics that senior and junior high school reading textbooks contain. Findings of questionnaire-surveys with female college students at King Saud University revealed that 77% of the students read women's magazines; 77% like to read about fashion and make-up; 66% read articles about movies, singers, and actors; 24% read poetry; 1-4% read religious, educational, literary, political, computer and internet, and historical articles. Analysis of the reading schoolbooks showed that 10% of the reading texts are devoted to Quranic verses and Prophet Mohammed's Hadiths; 29% are about Islamic history; 13% focus on general topics, and 11% deal with classical literature. It can be concluded that female college students like to read magazines and topics that prevail in satellite T.V. broadcasting and social media such as Instagram. Both magazines and satellite T.V. shows marginalize young people's local culture and distract them from vital social, and political issues. There is a discrepancy between the types of topics students read at school and those they like to read at home. Therefore, this study recommends that reading texts in the school textbooks be re-selected, re-constructed and re-designed in terms of layout, colors, pictures, paper quality, and choosing an attractive cover. It also recommends the utilization of online courses, blogs, mind-mapping software, mobile reading apps and audiobooks, digital reading, global topics and global culture, speed reading practice, and reading from multiple resources. High school and college students should be introduced to new books, magazines, and e-books. Extensive reading of serious topics should be started from the primary grades; reading texts should be diversified; developing students' appreciation skills and visiting book fairs, public libraries, publishing houses, cultural centers should be emphasized as well.
Teachers and K-12 Education: A National Polling Report [October 2023]
Author: EdChoice
Date: 2023-10-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Social Media,School Choice,Teacher Attitudes,Violence,School Safety,Teaching (Occupation),Educational Policy,Parent Attitudes,Teaching Experience,Information Technology,Teacher Surveys,Educational Attitudes,Teacher Characteristics,School Policy,Public Schools,Private Schools,Charter Schools

This poll was conducted between September 23, 2023-September 27, 2023 among a sample of 1041 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.08 percentage points. Among the key findings are: (1) Positive feelings about the direction of K-12 education fell sharply at the national, state, and local levels. These levels of pessimism have not been seen since last year; (2) Teacher concerns about violent intruders entering their child's school have fallen significantly since the spring. They are less concerned about this than parents; and (3) Just over 40 percent of teachers say their students spend &quot;too much&quot; time using technology. High school teachers are most likely to say their students overuse tech. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Teaching Profession and Experiences; (3) Views on Technologies, Social Media; (4) School Choice Policies; and (5) Survey Profile and Demographics.
Clipping of Borrowings in Spoken Arabic
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabic,Linguistic Borrowing,Speech Communication,Language Research,English (Second Language),French,Classification,Language Usage,Form Classes (Languages),Majors (Students),Second Language Learning,Second Language Instruction,Undergraduate Students,Foreign Countries,Medical Education,Pharmaceutical Education,Student Attitudes,Writing Assignments,Language Attitudes,Psycholinguistics

Clipping is a word formation process in which a word is reduced/shortened to one of its parts as in exam, math, grad, lab, Sue while still retaining the same meaning and same part of speech. Clipping is classified into: (i) Initial clipping: phone (telephone), net (Internet); (ii) Medial clipping: fancy (fantasy), ma'am (madam); (iii) back clipping: exam, fax, doc, gym; (iv) Complex clipping: chem bot (chemistry-botany), ed psych (educational psychology). In Arabic, single word clipping of native words is limited ([Arabic symbols omitted]), whereas compound word clipping is more common in names of people, countries, cities, airlines, universities, courses, rivers, airlines, hospitals, and others. This study explores clipped borrowings (loan words) used in Spoken Arabic with no clipped, reduced, or shortened forms in English or French. It also aims to classify clipped borrowings, identify the most common type, and explains why Arabic speakers clip borrowings. Results revealed 5 types of borrowings: (1) back clipping of single words and compound (70%) as in aluminum &gt; [Arabic symbols omitted], Chevrolet [Arabic symbols omitted], centimeter [Arabic symbols omitted], hypermarket [Arabic symbols omitted], Intercontinental [Arabic symbols omitted]?, Facebook [Arabic symbols omitted], WhatsApp [Arabic symbols omitted], Casablanca [Arabic symbols omitted]; (2) fore clipping (10%) as in album [Arabic symbols omitted]; (3) medial clipping (11%) as in Alzheimer [Arabic symbols omitted], cinema [Arabic symbols omitted], radio [Arabic symbols omitted]; (4) complex clipping with phonological changes (9%) as in rickshaw &gt;ricksha, Hollywood &gt;hilyood; and (v) crasis as in workshop [Arabic symbols omitted], screwdriver [Arabic symbols omitted]). Such clippings are spontaneously created and used by educated and uneducated Arabs and those who do not know English. Students majoring in English, medicine, and pharmacy at King Saud University create their own clippings: Style (Stylistics); Semantic (Semantics); Contrastive (Contrastive Analysis); mid (midterm), cause (because), lap (laptop), pharma (pharmacy), ophtha (ophthalmology), pedia (pediatrics) which they sometimes use in their writing assignments. The students asserted that clipped forms are &quot;cute, easy, and everybody is doing it&quot;. They use them with other students in the same major. Instructors should draw students' attention to student-created clippings that are ungrammatical, and to Arabic clipped borrowings that can only be used in spoken Arabic but not in English formal writing. Socio- and psycholinguistic reasons for clipped borrowings are given.
Teens and Their Schooling Perspectives: A National Polling Report [September 2023]
Author: EdChoice
Date: 2023-09-00
Type: Numerical/Quantitative Data
Subjects: Adolescents,Gender Differences,Age Differences,Racial Differences,Ethnicity,Geographic Regions,Student Attitudes,School Health Services,Mental Health,Online Courses,Educational Technology,Anxiety,Stress Variables,Aspiration,Student Experience,Student Needs,Bullying,Violence,Psychological Patterns,Life Satisfaction,Interpersonal Relationship,Physical Health,Artificial Intelligence,Social Media,Attendance

This poll was conducted between August 18-August 27, 2023 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. Results from the full survey have a measure of precision of plus or minus 3.3 percentage points. Among the key findings are: (1) Less than 60 percent of teens say their schools offer mental health services, and less than half say their schools offer online class options; (2) The proportion of teens who have heard &quot;a lot&quot; or &quot;some&quot; about ChatGPT has risen sharply since March -- toward nearly 60 percent; (3) Compared to March, teens reported feeling much more positively in a number of ways. Their reported net improvements with anxiety and stress have increased most but continue to be the lowest rated categories; and (4) One in four teens either say they have no specific post-high school plans or do not know what they will do. This report highlights: (1) Teen Perspectives; (2) Schooling Experiences; (3) Support For Teens; and (4) Survey Profile and Demographics.
The Regulation of Charter Schools: National Patterns and Causal Effects. Technical Report
Author: Harris, Douglas
Date: 2023-11-02
Type: Reports - Research
Subjects: Charter Schools,Standards,Correlation,Attribution Theory,State Policy,School Administration,School Districts,Educational Quality,School Effectiveness,State Agencies,Statistical Analysis,Public Schools,Longitudinal Studies,Databases,Administrative Organization

There is considerable debate and evidence about how governments should regulate contractors and other firms, but little on how government should regulate schools. In the first phase of this study, we focus on the correlation between indices of state charter school policies and measures of charter quantity (market share) and three measures of quality: statewide student achievement growth from CREDO, closure of low-performing charter schools, and charter entry into low-performing school districts. States with no charter caps, multiple charter authorizers, and stronger contract renewal standards have higher charter market shares. We also see evidence of a quality-quantity trade-off. The regression coefficients on eight of the 11 policy variables are of opposite signs in the quality and quantity analyses. The positive correlation between charter market share and the number of charter authorizers motivates a follow-up analysis in which we test whether this correlation reflects causation. Using difference-in-differences analysis, we find evidence that adding a statewide authorizing body increased the statewide charter market share gradually over time.
Investments in Student Recovery: A Review of School Districts&apos; Use of American Rescue Plan Funding to Support Afterschool and Summer Opportunities
Author: Afterschool Alliance
Date: 2023-10-00
Type: Reports - Evaluative
Subjects: Federal Aid,Pandemics,Emergency Programs,COVID-19,Elementary Secondary Education,Educational Finance,After School Programs,Summer Programs,Resource Allocation,Budgeting,School Districts

The American Rescue Plan (ARP) Act, enacted in March 2021 in response to the COVID-19 pandemic, has been a lifeline for communities across the nation. The ARP Act included $122 billion to support schools through the ARP Elementary and Secondary School Emergency Relief (ARP ESSER) Fund, with a minimum of $22 billion (or 20 percent) to be spent on learning recovery strategies that respond to students' social, emotional, and academic needs, such as afterschool and summer enrichment. In this brief, the Afterschool Alliance shares findings from our analysis of more than 6,300 school districts' ARP ESSER spending plans from all 50 states and the District of Columbia, examining how ARP ESSER funds were budgeted for afterschool and summer enrichment opportunities.
World Englishes, Monolingual Bias, and Standardized Tests in a Multilingual World: Ideologies, Practices, and the Missing Link
Author: Ojha, Laxmi Prasad
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Language Attitudes,Standardized Tests,Native Speakers,Models,Higher Education,Student Mobility,Study Abroad

As English continues to spread as an international lingua franca, there is a growing diversity in its use around the world. As a result, there are calls for embracing the diversity in the teaching, learning and assessment of the language. At the same time, there is a growing criticism against the widely taken language tests such as the Test of English as a Foreign Language (TOEFL) and The International English Language Testing System (IELTS) for being guided by the pervasive ideology of monolingual native speakerism and devaluing the multilingual speakers and the multiple varieties of Englishers. Against this backdrop, this conceptual paper focuses on the influence of the World Englishes movement on these so-called standardized tests and critically examines how the existing assessment practices fail to represent the multilingual repertoires and actual language practices of the diverse range of test-takers around the world. Based on the critical analysis of relevant literature on World Englishes, the paper highlights the progress, challenges and possibilities for incorporation of more diverse models of language tests in a translingual world that we live in today.
Enhancing Freshman Students&apos; Writing Skills with a Mind-Mapping Software
Author: Al-Jarf, Reima
Date: 2009-04-00
Type: Speeches/Meeting Papers
Subjects: College Freshmen,English (Second Language),Second Language Learning,Writing Skills,Skill Development,Cognitive Mapping,Computer Software,Technology Uses in Education

Two groups of freshman students, enrolled in their first writing course in EFL, participated in the study. Before instruction, no significant differences were found between both groups in their writing ability. Both groups were exposed to the same in-class writing instruction. Since students have difficulty generating ideas in EFL, writing paragraphs with topic sentences and supporting details, a mind-mapping software was used to help students brain-storm, generate ideas, relate main ideas and supporting details. The mind-mapping software uses lines, colors, arrows, branches to show connections between the ideas generated on the mind map. Every week the software was used to create mind maps for the essays they had to write. Post-test results showed that experimental students who used the mind-mapping software, made higher gains in writing.
Teaching Spelling Skills with Mind-Mapping Software
Author: Al-Jarf, Reima
Date: 2011-00-00
Type: Journal Articles
Subjects: Spelling Instruction,Cognitive Mapping,Computer Software,English (Second Language),Second Language Learning,College Freshmen,Electronic Learning,Phoneme Grapheme Correspondence

Although the language program at the College of Languages and Translation offers several English language courses in the first four semesters of college, the spelling skill is completely ignored. Since many EFL freshman students are poor spellers, mind-mapping software can be used to help them connect spoken phonemes with their written forms. Mind-mapping software use lines, colors, arrows, branches to show connections between the spelling rule and examples generated on the mind map. This study shows how mind-mapping software can be integrated in EFL courses to help students discriminate different pronunciation of the vowel letters a, i, o, e, u; adding a final silent e; pronunciation of vowel digraphs; consonant letters with more than one sound; different pronunciations of consonant letters c, cc, g, ch, s; double consonants; homophones; homographs; hidden sounds; rules for adding affixes; assimilation; elision; acronyms and abbreviations.