ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Learners' Perceptions of the Use of Digital Letter Games for Language Learning: The Case of Magic Word
Author: Loiseau, Mathieu
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Educational Games,Second Language Instruction,English (Second Language),French,Italian,Morphology (Languages),Alphabets,Computer Games,College Students,Student Attitudes,Foreign Countries,Vocabulary Development

In this paper, we present two versions of a learning game developed respectively at the Grenoble Alpes and Bologna University. This research focuses on a digital game aimed at favouring the learners' &quot;playful attitude&quot; and harnessing it towards &quot;accuracy&quot; aspects of language learning (lexicon and morphology, here). The game, presently available for English, French and Italian, could be described as a letter game stemming from the archetypal example of Turoff's Boggle. Avatars of this game genre both exist as commercial off the shelf games and as learning games. We explain in this paper how our two versions respectively tackle two different aspects of language learning. We conducted an experiment in which all students tried both versions to study their perceptions of both games contrastively in order to prepare for the development of subsequent versions of the game. [For the complete volume of short papers, see ED572005.]
Progress Report 2013. Turnaround Arts Initiative
Author: Stoelinga, Sara Ray
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: School Turnaround,Art Education,Educational Strategies,Educational Indicators,Educational Change,Academic Achievement,Educational Improvement,Discipline,Integrated Curriculum,Faculty Development,Needs Assessment,Educational Quality,Program Implementation,School Effectiveness,Comparative Analysis,Interviews,Focus Groups,Classroom Observation Techniques,Questionnaires,Attendance,Student Records,School Statistics,Administrator Attitudes,Teacher Attitudes,Administrator Characteristics,Specialists,Teacher Collaboration,Artists,Community Organizations,Partnerships in Education,School Community Relationship,Parent School Relationship,Strategic Planning,Educational Environment

This interim progress report provides a look at Turnaround Arts schools in their first year, including: (1) a summary of the evaluation design and research questions; (2) a preliminary description of strategies used to introduce the arts in Turnaround Arts schools; and (3) a summary of school reform indicators and student achievement data at baseline in Turnaround Arts schools. A substantial body of evidence demonstrates a positive impact of arts engagement on students, especially in the early grades. This same research describes both short- and long-term positive influences on students, especially for disadvantaged youth. In this first year of existence, there were many ways in which the Turnaround Arts schools saw positive change as a result of being a part of this initiative. Schools became fundamentally more attractive places for students, with positive perceptions of teachers and students and increased external visibility for innovation using the arts. Students and staff were provided with rich resources and support to use the arts as a part of their broader school improvement strategy. At the same time, several common themes emerged across school sites, which reveal both shared successes and areas for future focus. [Turnaround Arts is supported and funded by a coalition of partners and funders (National Endowment for the Arts, the Ford Foundation, the Herb Alpert Foundation, Crayola, NAMM Foundation, the Aspen Institute and Booz Allen Hamilton) without whom this program would not be possible.]
Taking English outside of the Classroom through Social Networking: Reflections on a Two-Year Project
Author: Ohashi, Louise
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,English (Second Language),Females,Questionnaires,Student Motivation,Second Language Learning,Second Language Instruction,Independent Study,Foreign Countries,Language Usage,Student Attitudes,Social Media,College Students,Communities of Practice,Single Sex Colleges

In Japan, like most English as a Foreign Language (EFL) contexts, students have few opportunities to use English in daily life, and this limits their ability to develop their language skills. To address this, many teachers provide homework tasks and guide students towards autonomous learning. In an effort to do the latter, a private Facebook group was created for students at a women's university in Tokyo. Through the group, the teacher aimed to provide out-of-class opportunities for English communication; facilitate access to English-language resources; motivate students to study/use English; and create a learning community that had student leaders. This article draws on a small-scale questionnaire, participant interviews, and activity within the Facebook group to examine the extent to which these goals were achieved. [For the complete volume of short papers, see ED572005.]
The Impact on Student Achievement Following Professional Development on the Principles of Formative Assessment
Author: DeNome, Evonne C.
Date: 2015-11-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Achievement,Faculty Development,Formative Evaluation,Hypothesis Testing,Comparative Analysis,Mathematics Achievement,Reading Achievement,State Standards,Benchmarking,Student Evaluation,Teacher Education,Training,Statistical Significance,Teacher Effectiveness,Educational Change,Unions,Regression (Statistics),Data Collection,Statistical Analysis,Grade 3,Grade 4,Grade 5

This quantitative study reviews the impact on student achievement following professional development on the principles of formative assessment. The study compared mathematics and reading performance data from student populations with teachers who received training in formative assessment to performance data from student populations with teachers who have not received training in formative assessment. The performance data included the Virginia Standards of Learning, as well as quarterly benchmarks and diagnostic assessments of students within Loudoun County Public Schools in Northern Virginia. The results of the findings lead to the rejection of the null hypothesis in 4 of the 7 research questions. Consequently, the study found that students who received instruction from teachers with training in formative assessments had higher scores in 3 key areas. The assessment data showed a statistically significant difference in growth in the area of mathematics on the state and diagnostic assessments. The present study also showed a statically significant difference in growth in the area of reading on the state assessment. Despite the mixed results, this study adds to previous research on teacher effectiveness resulting from high-quality professional development on the principles of formative assessment and the impact to student achievement. The implication of this study serve to validate that the utilization of the principles of formative assessment can help teachers and students reach an optimal level of teaching and learning. Appended are: (1) Pre/Post Survey Results; (2) Instructional Audit/Walkthrough Results; and (3) Loudoun County Public Schools Research Approval.
Promoting College Access and Success for Students with Disabilities. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Promoting College Access and Success for Students with Disabilities (February 27, 2014). Senate Hearing 113-721
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2015-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Disabilities,Access to Education,Postsecondary Education,Higher Education,Student Needs,Government Role,Educational Legislation,Federal Legislation,Civil Rights Legislation,Barriers,Hearings,Federal Government,College Readiness,Equal Education

The roundtable discussion transcribed in this report focuses on how students with disabilities are accessing and succeeding in post-secondary education. It marks the sixth in a series to examine issues the Committee on Health, Education, Labor, and Pensions plans to address in the upcoming reauthorization of the Higher Education Act. Statements were presented by: (1) Honorable Tom Harkin (Chairman, opening statement); (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee (opening statement); (3) Honorable Tim Scott, a U.S. Senator from the State of South Carolina; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; (6) Honorable Patty Murray, a U.S. Senator from the State of Washington; and (7) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements were given by: (1) Melissa Emery-Arras, Director of Education, Workforce, and Income Security Issues, U.S. Accountability Office, Boston, Massachusetts; (2) Laysha Ostrow, MPP, Ph.D. Candidate, Student, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland; (3) Dana Fink, Assistant Project Coordinator, Institute for Educational Leadership, Washington, DC; (4) Will Farrior, Student, College of Charleston, Charleston, South Carolina; (5) Elizabeth Evans Getzel, Project Director, ACE-IT in College, Virginia Commonwealth University, Richmond, Virginia; and (6) Katherine Myers, Associate Director, Office of Disability Services, Wright State University, Dayton, Ohio.
Strengthening America's Higher Education System. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (March 17, 2015). Serial Number 114-5
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Hearings,Educational Quality,Postsecondary Education,Educational Improvement,Educational Change,Change Strategies

This document records testimony from a hearing held to examine how to strengthen America's postsecondary system as Congress works to reauthorize the Higher Education Act. Witnesses and members discussed reforms that will help ensure more students have the opportunity to complete an advanced, quality education without absorbing unmanageable debt. Member statements were presented by: (1) Honorable Alma S. Adams, Representative in Congress from the State of North Carolina, U.S. House of Representatives; and (2) Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives; and Witness statements were presented by: (1) Michael J. Bennett, Associate Vice President, Financial Aid Services, St. Petersburg College, St. Petersburg, Florida; (2) David A. Bergeron, Vice President, Postsecondary Education, Center for American Progress, Washington, DC; (3) Honorable Mitchell E. Daniels Jr., President, Purdue University, West Lafayette, IN; and (4) Dr. Christine M. Keller, Vice President, Research and Policy Analysis, Executive Director, Voluntary System of Accountability and Student Achievement Measure, Association of Public and Land-Grant Universities, Washington, DC. Additional submissions were presented by: (1) Hon. John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives: (2) David L. Warren, President, National Association of Independent Colleges and Universities; (3) Honorable Jared Polis, a Representative in Congress from the State of Colorado: and (4) Prepared statement of The United Steel, Paper and Forestry, Rubber Manufacturing, Energy, Allied Industrial and Service Workers International Union (USW).
Ensuring Access to Higher Education: Simplifying Federal Student Aid for Today's College Student. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Ensuring Access to Higher Education, Focusing on Simplifying Federal Student Aid for Today's College Student (November 14, 2013). Senate Hearing 113-819
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Educational Legislation,Federal Legislation,Higher Education,Access to Education,College Students,Federal Aid,Student Financial Aid,Educational Policy,Public Policy,Federal Programs,Paying for College,Barriers,Financial Aid Applicants,Family Income,Racial Differences,Graduation Rate,Educational Attainment,Costs,Academic Persistence,Low Income Groups,College Admission,Financial Needs,Need Analysis (Student Financial Aid),Information Dissemination,Decision Making,Disproportionate Representation,Student Loan Programs,Counseling,Grants,Eligibility,Difficulty Level,Program Evaluation,Educational Change,Incentives,Tax Credits

This hearing is the third in a series examining critical issues in postsecondary education as the committee looks to reauthorize the Higher Education Act. The topic discussed is of paramount importance and is arguably the bedrock of Federal higher education policy, that is, the Federal financial aid programs and their effectiveness in providing access to higher education. The following committee member contributed statements: (1) Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, opening statement; (2) Alexander, Hon. Lamar, a U.S. Senator from the State of Tennessee, opening statement; (3) Murray, Hon. Patty, a U.S. Senator from the State of Washington; (4) Bennet, Hon. Michael F., a U.S. Senator from the State of Colorado; (5) Casey, Hon. Robert P., Jr., a U.S. Senator from the State of Pennsylvania; (6) Baldwin, Hon. Tammy, a U.S. Senator from the State of Wisconsin; and (7) Franken, Hon. Al, a U.S. Senator from the State of Minnesota. The following witnesses provided statements: (1) Long, Bridget Terry, Ph.D., Academic Dean and Xander Professor of Education, Harvard Graduate School of Education, Cambridge, MA, prepared statement; (2) Cook, Kim, Executive Director, National College Access Network, Washington, DC, prepared statement; (3) Scott-Clayton, Judith, Ph.D., B.A., Assistant Professor of Economics and Education, Columbia University, New York, NY, prepared statement; and (4) Conklin, Kristin, Founding Partner, HCM Strategists, Washington, DC, prepared statement.
Examining the Federal Government's Mismanagement of Native American Schools. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (May 14, 2015). Serial No. 114-14
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Federal Government,Government Role,Governance,American Indian Education,Access to Education,Equal Education,Educational Quality,Educational Facilities,Educational Environment,Resource Allocation,Federal Aid,Grants,Budgets,Educational Opportunities,Barriers,Tribally Controlled Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Achievement Gap,Reservation American Indians

This document records testimony from a hearing held to examine the federal government's mismanagement of Native American schools. The hearing is part of an effort to begin addressing the challenges facing Native American schools so that every child in every school can receive an excellent education. Member statements were presented by: (1) Honorable John Kline, Chairman Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Witness statements were presented by: (1) Dr. Charles Roessel, Bureau of Indian Education, Department of the Interior, Washington, DC; and (2) William Mendoza, Executive Director, White House Initiative on American Indian and Alaska Native Education, Department of Education, Washington, DC. Additional submissions include: (1) Questions submitted for the record by the Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania; and (2) Responses to questions submitted for the record by the Bureau of Indian Education.
Expanding Opportunity in America's Schools and Workplaces. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (February 4, 2015). Serial Number 114-1
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2015-02-04
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Opportunities,Employment Opportunities,Elementary Secondary Education,Salary Wage Differentials,Labor Force Development,Higher Education,Federal Legislation,Educational Legislation,Economic Climate,Immigration,Health Care Costs,Taxes,Accountability,Vocational Education,Education Work Relationship

This document records testimony from a hearing held on February 4, 2015, on the topic of &quot;Expanding Opportunity in America's Schools and Workplaces.&quot; The hearing includes Statements of Members: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. ''Bobby'' Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Statement of Witnesses include: (1) Dr. Michael Amiridis, Provost and Executive Vice President for Academic Affairs, University of South Carolina, Columbia, South Carolina; (2) Dr. Lawrence Mishel, President, Economic Policy Institute, Washington, D.C.; (3) Drew Greenblatt, President and CEO, Marlin Steel Wire Products, Baltimore, Maryland; and (4) Honorable Mike Pence, Governor, State of Indiana, Indianapolis, IN. Additional submissions are from: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut: and (2) Chairman Honorable John Kline; and (3) Ranking Member Honorable Robert Scott.
Improving College Access and Completion for Low-Income and First-Generation Students. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (April 30, 2015). Serial Number 114-13
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Access to Education,Postsecondary Education,Low Income Groups,First Generation College Students,Change Strategies,Disadvantaged Youth,Poverty,Higher Education,Federal Government,Student Financial Aid,Educational Legislation,Federal Legislation,Federal Aid,High School Students,College Bound Students,Minority Group Students,Grants

This document records testimony from a hearing held to discuss strategies for improving postsecondary access and completion for low-income and first-generation students. The hearing served as an opportunity to learn about efforts to pioneer new strategies and study the effectiveness of existing strategies so that more disadvantaged students can achieve the dream of a higher education as Congress works to reauthorize the Higher Education Act. Member statements were provided by: (1) Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives; and (2) Honorable Rubén Hinojosa, Ranking Member, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives. Witness statements were provided by: Dr. Charles J. Alexander, Associate Vice Provost for Student Diversity, Director, Academic Advancement Program, Associate Adjunct Professor, University of California, Los Angeles, California; (2) Dr. Michelle A. Cooper, President, Institute for Higher Education Policy, Washington, DC; (3) Dr. Joe D. May, Chancellor, Dallas County Community College District, Dallas, Texas; and (4) Dr. Laura Perna, James S. Riepe professor, Executive Director, Alliance for Higher Education and Democracy, University of Pennsylvania, Philadelphia, Pennsylvania.
Improving Career and Technical Education to Help Students Succeed in the Workforce. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (October 27, 2015). Serial Number 114-33
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Federal Government,Federal Legislation,Career Education,Technical Education,Career Readiness,Job Skills,Employment Qualifications,Secondary Education,Postsecondary Education,Alignment (Education),Labor Force Development

This document records testimony from a hearing held to examine the critical role of career and technical education programs in preparing the nation's students for success in college and career. Many of these programs are funded under the Carl D. Perkins Career and Technical Education Improvement Act of 2006. Member statements were provided by: (1) Honorable Marcia L. Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives. Witness statements were presented by: (1) Dr. Deneece G. Hiftalin, President, Salt Lake Community College, Salt Lake City, Utah; (2) Dr. Douglas Major, Superintendent/CEO, Meridian Technology Center, Stillwater, Oklahoma; (3) Mr. Tim Johnson, Director of Government Relations, National Center for Construction Education and Research, Baton Rouge, Louisiana; and (4) Dr. Irelene Ricks, Director, Diversity in Life Science Programs, Keyston Symposia on Molecular and Cellular Biology, Silverthorne, Colorado. Additional submissions were presented by: (1) Honorable Marcia L. Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania.
Expanding Educational Opportunity through School Choice. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 3, 2016). Serial Number 114-37
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Choice,Educational Opportunities,Access to Education,Charter Schools,Educational Vouchers,Tax Credits,Public Schools,Private Schools,Home Schooling,Magnet Schools,Accountability,Elementary Secondary Education,Educational Research

This document records testimony from a hearing held to examine ways to expand educational opportunity through school choice. Member statements were presented by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. Witness statements were presented by: (1) Honorable Rob Bryan, a Representative in Congress from the state of North Carolina; (2) Mr. Luis A. Huerta, Professor of Education and Public Policy, Teachers College, Columbia University; (3) Ms. Denisha Merriweather, Student, University of South Florida; and (4) Mr. Gerald Robinson, Resident Fellow, American Enterprise Institute. Additional submissions were presented by: (1) Mr. Huerta; and (2) Mr. Scott: Letter dated February 2, 2016 from Americans United (AU); Letter dated February 2, 2016 from The National Coalition for Public Education; and Letter dated February 3, 2016 from National School Boards Association (NSBA).