ethanporcaro/eric-fulltext-meta huggingface dataset:
Recommendations to Strengthen the Teacher Pipeline in Delaware
Author: University of Delaware (UD), Partnership for Public Education (PPE)
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Barriers,Teacher Supply and Demand,Teacher Shortage,Teacher Persistence,Diversity (Faculty),Equal Education,Elementary School Teachers,Secondary School Teachers,Teacher Education Programs,Teacher Recruitment,Paraprofessional School Personnel,Alternative Teacher Certification,Loan Repayment,Specialization,Compensation (Remuneration),Student Recruitment,Faculty Mobility,Beginning Teacher Induction,Mentors,Faculty Development,Minority Group Teachers,Social Justice,Administrator Education,Racial Bias,Personnel Selection

Delaware, like the rest of the country, faces a challenge to ensure a high-quality, diverse K-12 workforce that meets the needs of its schools and students. TeachDE was launched in 2017 to identify the challenges Delaware faces in strengthening its teacher pipeline and to develop creative recommendations to address those challenges. TeachDE's advisory council is a coalition of teachers, local education agency leaders, representatives from institutions of higher education and teacher preparation programs, and other community stakeholders. TeachDE's advisory council identified four challenges to the strength of the Delaware teacher pipeline that span the K-12 landscape from the practices of local education agencies, the preparation at institutions of higher education, state-level policies, and to the profession at large: (1) teacher supply; (2) content-area shortages; (3) teacher attrition; and (4) diversity and equity-literacy. The TeachDE advisory council has created recommendations for these challenges with the goal of creating a high-quality, diverse K-12 workforce that meets the needs of Delaware's schools and its students. The hope is that by elucidating the challenges, creating recommendations, and highlighting best practices, Delaware can continue to come together for the creation of innovative solutions necessary to address the systemic nature of the teacher pipeline challenge. [This report was prepared on behalf of the TeachDE Advisory Council .]
Coteacher Huddles. Community Engagement Initiative. Policy Brief
Author: Scantlebury, Kathryn
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Team Teaching,Preservice Teachers,Teacher Collaboration,Preservice Teacher Education,Teaching Skills,Cooperating Teachers,Teaching Methods,Educational Opportunities

A coteacher huddle occurs when two or more teachers use short, focused meetings either before, during, or after a lesson, to discuss shifts or adaptations to coplanned instruction. In a recent study Soslau, Kotch-Jester, Scantlebury, and Gleason (2018) determined how teacher candidates' participation in huddles changed over time. Tracking how often teacher candidates initiated a huddle, what meaning the candidate made of the huddle, and what the candidate reported learning as a result of the huddle. The study showed how huddling, which is a key feature of coteaching, provides a unique learning opportunity for teacher candidates to develop adaptive teaching expertise.
The Importance of High Quality Early Care and Education for the Future of Delaware&apos;s Children and Families. Community Engagement Initiative. Policy Brief
Author: Hallam, Rena
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Young Children,Child Care,Preschool Education,Preschool Children,Child Development,College Role,Teacher Education Programs,Disadvantaged Youth,Educational Policy,Partnerships in Education

This policy brief describes the importance of providing high quality early care and education programs for young children and their families. The need for early childhood services in Delaware is discussed relative to the array of early childhood care and education programs offered. The University of Delaware's statewide efforts to improve the access and quality of early care and education programs for all families are presented. The brief concludes with suggestions for policy initiatives that can further support this work. [This policy brief was co-produced with the Delaware Institute for Excellence in Early Childhood.]
Building Successful Relationships in Research-Practice Partnerships (RPPs) -- A Case Study. Community Engagement Initiative. Practice Brief
Author: Morrison, Katrina K.
Date: 2021-07-00
Type: Reports - Research
Subjects: Research and Development,Theory Practice Relationship,Elementary Secondary Education,Higher Education,College School Cooperation,Partnerships in Education,Middle Schools,Elementary Schools,Justice,Teachers,Researchers,Interpersonal Relationship,Cooperative Planning,Power Structure,Diversity

For over a decade, scholars have reported on the importance of research-practice partnerships (RPPs), particularly for bridging the gap between academia and K-12 institutions. This brief, co-written by Katrina K. Morrison, Ed.D., Abdul-Malik Muhammad, Ed.D., and Ngozi Magena, M.S., aims to support developing understandings of successful relationship-building practices in RPPs. The contents of this brief reflect the work of PPE's fellow, Katrina K. Morrison, Ed.D., and her case study of an RPP involving an Institution of Higher Education (IHE) and a consulting company that provides training and professional learning around restorative practices (RP) in P12 schools.
Children and Young People&apos;s Reading Engagement in 2021: Emerging Insight into the Impact of the COVID-19 Pandemic on Reading. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2021-10-00
Type: Reports - Research
Subjects: Children,Adolescents,Reading Motivation,Learner Engagement,COVID-19,Pandemics,Recreational Reading,Foreign Countries,Literature Appreciation,Childrens Attitudes,Adolescent Attitudes,Gender Differences,Age Differences,Reading Material Selection

The National Literacy Trust's research during the first national lockdown in spring 2020 showed that more children and young people said that they enjoyed reading and more read more often during lockdown compared with before the pandemic. Children and young people's comments suggested that this was because they suddenly had time to (re)engage with reading, having fewer activities vying for their time. However, researchers also found that existing gaps in reading enjoyment increased manifold during lockdown, with boys in particular at risk of poor reading engagement as a result of the pandemic. This report builds on those findings by highlighting how children and young people felt about reading in early 2021, a period that coincided with the third national lockdown in the United Kingdom. The National Literacy Trust conducted its latest Annual Literacy Survey between January and mid-March 2021. Despite the ongoing pandemic and disruptions to schools, 42,502 children and young people aged 8 to 18 from 117 UK schools participated in this online survey. Key findings include: (1) 1 in 2 (51.5%) children and young people said that they enjoyed reading; (2) 3 in 10 (30.1%) children and young people said in 2021 that they read something daily in their free time, which is lower than the level recorded during the first national lockdown in spring 2020 but on a par with levels evidenced in early 2020; (3) Reading to relax was one of the main reasons why children and young people were reading in early 2021; (4) 2 in 5 (44.6%) children and young people agreed that reading made them feel better; and (5) By far the most popular reading that children and young people do in their free time is text/direct messages (92.4%) followed by in-game communications (87.4%).
Constructing Meaning in a Different Language: The Case of Doctoral Students in a French University
Author: Canollari-Baze, Albana
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: English for Academic Purposes,Scientific Research,Student Attitudes,Second Language Learning,Second Language Instruction,Doctoral Students,Doctoral Dissertations,Thinking Skills,Language Processing,Student Research,Cooperative Learning,Foreign Countries,Constructivism (Learning),French,Native Language

Drawing from a &quot;constructivist&quot; approach, this qualitative research presents results of teaching the Doctoral English Course (DEC) at the Center for Languages (CDL), University Paris 8 Vincennes-Saint-Denis. The DEC aims to train doctoral candidates in the practice of scientific communication in English. By allowing students to (re)think and approach their thesis in English, concrete research methods and tools to produce results related to their research were provided. The analysis explored students' experiences on classroom activities and their reflections at the end of the course. Students reflected on meaningful experiences, collaborative learning, and impact of the process in developing their research. Overall, the study offers insightful contributions on the way rethinking in a different language influenced the way scientific meaning is reconstructed. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
The Mediating Effects of Teacher-Student Power Relations in a Blended English Course for Academic Purposes
Author: Cheng, Li
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Teacher Student Relationship,Power Structure,English for Academic Purposes,English (Second Language),Identification (Psychology),College Faculty,College Students,Foreign Countries,Social Support Groups,Personal Autonomy,Innovation,Student Projects

Guided by the theory of Language Socialization (LS), this study investigates the mediating effects of teacher-student power relations in an academic English course. To do so, several sets of data were collected: responses to a questionnaire survey, a series of semi-structured interviews, and the online interactions which took place on two teaching platforms (WeChat and QQ). Our results show that together with other factors, the power relations highlighted in this study influenced the participants' academic performances. Besides, three types of teacher-student power relations were brought to the fore. Eventually, the power relations identified affected the construction of role identity in our study. The findings provide supporting evidence for the complicated power relations which exist between language learners and their community of practice. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
TextMix: Using NLP and APIs to Generate Chunked Sentence Scramble Tasks
Author: Albertson, Brendon
Date: 2021-12-13
Type: Reports - Descriptive
Subjects: Computer Assisted Instruction,Second Language Learning,Natural Language Processing,Sentences,Learning Activities,Computer Oriented Programs

A Computer-Assisted Language Learning (CALL) application, TextMix, was developed as a proof-of-concept for applying Natural Language Processing (NLP) sentence chunking techniques to creating 'sentence scramble' learning tasks. TextMix addresses limitations of existing applications for creating sentence scrambles by using NLP to parse and scramble syntactic components of sentences, while connecting with Application Programming Interfaces (APIs) to provide repeated exposure to authentic sentences in the context of texts such as Wikipedia articles. In addition to identifying a novel application of NLP and APIs in CALL, this project highlights the need for teacher-friendly interfaces that prioritize pedagogically useful ways of chunking text. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Is It a Blessing? The Impact of COVID-19 on Non-Traditional Language Learners&apos; Satisfaction at Saudi Electronic University
Author: Alharbi, Amera
Date: 2021-12-13
Type: Reports - Research
Subjects: Foreign Countries,Nontraditional Students,Second Language Learning,Online Courses,COVID-19,Pandemics,Distance Education,Student Attitudes,Self Efficacy,Interaction,Student Satisfaction,English (Second Language),College Students,Blended Learning,Educational Technology,Technology Uses in Education

This study examines non-traditional language learners' interactions and satisfaction with online learning in the Saudi context during the pandemic. Saudi Electronic University (SEU) is unique in Saudi Arabia as it has adopted a blended mode of teaching and students' completion of both online and class-based materials is mandatory. It enables non-traditional students to further their studies. In a quantitative study, 732 students completed a questionnaire which examines the online learning experiences of these learners. The survey assessed learners' self-efficacy for completing an online course, interactions with content, instructor, other students, and overall satisfaction. The paper examines whether moving to entirely online learning during the pandemic has affected their life and study positively or negatively. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Intercultural Exchanges among Pre-Service Teachers in Israel and Sweden as a Path of Introduction into the Epistemology and Practice of Teaching
Author: Allen, Christopher
Date: 2021-12-13
Type: Reports - Research
Subjects: Exchange Programs,Intercultural Communication,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,COVID-19,Pandemics,Preservice Teachers,Teacher Education Programs,Foreign Countries,Epistemology,Outcomes of Education,Language Teachers,Videoconferencing,Computer Mediated Communication,Lesson Plans,Speech Communication,Teacher Educators,Futures (of Society)

This paper presents the outcomes of a short intercultural exchange project involving pre-service English as a Foreign Language (EFL) teacher training establishments in Sweden and Israel. The project comprised three online meetings recorded in &quot;Zoom&quot; in which student teachers gave feedback on each other's project assignments involving lesson planning and the use of spoken English in the classroom. The sessions were moderated by a highly experienced teacher trainer with contributions from other teacher trainers in the institutions involved. With restrictions imposed on physical meetings and student mobility by the COVID-19 pandemic, the exchange helped to shed light on a number of perennial issues in English language teaching methodology and offers a feasible model for future sustainable virtual exchanges in EFL teacher training. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
EFL Learners and English Email Writing: Developing a Computerised Diagnostic Language Assessment
Author: Nicholas, Allan
Date: 2021-12-13
Type: Reports - Research
Subjects: Electronic Mail,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Writing (Composition),Undergraduate Students,Feedback (Response),Foreign Countries,Computer Assisted Testing,Teacher Student Relationship,Pragmatics,Language Tests

Email remains a key mode of communication between faculty and students in higher education institutions. Composing appropriate email texts is an important skill for learners; however, little technological support is available for the pragmatic aspect of email communication -- the ways in which social context influences language choices. Furthermore, pragmatics can be undertaught in the language classroom. One approach to providing support for learners while also addressing the issue of giving instruction to large class sizes is via computerisation. In this ongoing research project, we describe the development of a Computerised Diagnostic Language Assessment (C-DLA) of L2 English email writing for Japanese English as a Foreign Language (EFL) learners in Japanese higher education. The C-DLA provides automated feedback to learners on the pragmatic aspects of their draft email texts, with feedback adapting to learners' success in resolving identified issues. We report on the development phases of the project, challenges encountered, and implications for further research. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
A World of Differences: The Role of Individual Differences in L2 Vocabulary Learning with Clickers
Author: Sénécal, Anne-Marie
Date: 2021-12-13
Type: Reports - Research
Subjects: Individual Differences,Vocabulary Development,Scores,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Student Attitudes,Multiple Choice Tests,Audience Response Systems,Comparative Analysis,Classroom Techniques,Grade 8,Computer Assisted Instruction,French,Native Language,Childrens Literature

This study examined the acquisition of L2 English vocabulary with clickers, focusing on the role of individual differences. Following a pretest-posttest design, we measured perception and performance among 61 English learners who took part in a vocabulary acquisition treatment, in which they answered Multiple Choice Questions (MCQs) via clickers (experimental group) or hand-raising (control group). Findings show that students have positive perceptions of clickers across all analytical measures adopted and that clickers promote vocabulary learning. However, the differences in learning gains between the two groups were not significant, indicating individual differences among learners. Four of the learners who exhibited 'extreme' (lowest/highest) perception and performance scores were selected for further analyses. The presence of individual differences in clicker-enhanced learning suggests the technology should be carefully implemented to accommodate learners' individual differences. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
The HERO Project: Language Training for Migrants&apos; Professional Career as Caregivers through Blended Learning
Author: Soulé, María-Victoria
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Immigrants,Caregiver Training,Program Development,Refugees,Older Adults,Acculturation,Social Integration,On the Job Training,Second Language Learning,Second Language Instruction,Languages for Special Purposes,Blended Learning,Professionalism,Foreign Countries,English (Second Language),Greek,Portuguese,Italian,Translation,Instructional Materials,Computer Assisted Instruction,Guides,Trainers,Units of Study

The HERO project aims to develop a training program for caregivers to be working in the elderly care sector. The program is particularly addressed to caregivers from Middle Eastern and African countries as refugees and intends to help them integrate into European society. This paper seeks to offer an overview of the project, including its objectives, underlying principles, and deliverables. The paper particularly portrays the second intellectual output (O2) of the project, namely the 'On the job' training in language and terminology curriculum, which has been developed as the end product of O2. Initially, the methodology adopted to create learning material for language learning in a specific-purpose context is analyzed. Based on this, the paper provides a description of the content development by justifying and showcasing the learning material and laying out the logic behind this, through the trainers' guide. E-learning tools have been integrated in the course material, which also justifies the methodology applied for the purpose of this project. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Students&apos; Intercultural Sensitivity Development through Telecollaborative Chinese Language Learning on Zoom: A Case Study of Irish Students at the Beginning-Level of Chinese Language
Author: Wang, Mengdi
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,Native Speakers,Introductory Courses,Needs Assessment,Videoconferencing,Chinese,Computer Mediated Communication,Foreign Countries,Intercultural Communication,Authentic Learning,Secondary School Students

This descriptive study presents the first research cycle with four synchronous telecollaborative language learning sessions on Zoom between Irish and Chinese teenagers. Intercultural Sensitivity Scale (ISS) post-questionnaire results show that the mean of interaction enjoyment scale is the highest compared to the other four categories, which implies that telecollaboration provides an enjoyable and authentic environment for Irish adolescent learners to experience communication with native speakers. However, low averages of ISS categories indicate some factors are at play such as short telecollaboration duration and potential technological issues. The gap between the previous needs analysis and current findings demonstrates that participants probably underestimated the challenge of engaging with Chinese native speakers, which would suggest that more scaffoldings and preparations are required for beginning-level learners before and during telecollaborations. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Examining the Impact of Montgomery County Public Schools 2021 Summer School Program
Author: Maina, Nyambura
Date: 2021-12-00
Type: Reports - Research
Subjects: Program Effectiveness,Student Characteristics,Mathematics Achievement,Reading Achievement,Middle School Students,High School Students,Social Emotional Learning,Achievement Tests,Public Schools,Elementary School Students,Summer Schools,Age Differences,Racial Differences,Ethnicity,Socioeconomic Status,COVID-19,Pandemics,School Closing,Achievement Gains,Students with Disabilities,Limited English Speaking,At Risk Students,Attendance

This study examined how the MCPS summer programs alleviated learning disruption and contributed to students' recovery in mathematics, literacy, and socioemotional learning skills. This report examines the impact of the 2021 summer programs on students' mathematics and literacy skills using pretests and posttests for the summer program, fall and spring 2021 Measures of Academic Progress in Reading/Reading Fluency (MAP-R/RF), and Mathematics (MAP-M). Online surveys were used to gather information on the impact of the summer program on social-emotional learning (SEL) for middle and high school students.
Less Commonly Taught Languages at EUROCALL: What Has Changed over the Years?
Author: Ward, Monica
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Conferences (Gatherings),Uncommonly Taught Languages,History,Conference Papers,Foreign Countries,Computer Assisted Instruction

The world of Computer Assisted Language Learning (CALL) is dominated by English, and to a lesser extent, French, Spanish, and German. While these languages are the main focus of EUROCALL conferences, there has always been a presence of Less Commonly Taught Languages (LCTLs) at these conferences. Most of the official languages of the EU and European languages more generally have been discussed by CALL researchers at EUROCALL conferences, but some languages have yet to make an appearance. There have also been presentations on other LCLTs outside of Europe, including Mandarin, Arabic, Japanese, and less widely spoken languages such as Thai and Nahuatl. This paper looks at the presence of LCTLs at EUROCALL conferences since 1993 and reflects on what has changed over the years. It notes the importance of the conference location on the languages discussed at the conference and the role of EU projects in supporting LCTLs. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]