ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Saudi Preparatory Year Students about the University Intensive English Program
Author: Alshumaimeri, Yousif A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English (Second Language),Second Language Instruction,Program Effectiveness,Language Skills,Self Concept,College Students,Grade Point Average,Grades (Scholastic),Teacher Competencies,Language Proficiency,Intensive Language Courses

This study investigates the perceptions of the Intensive English Program (IEP) among Preparatory Year (PY) students at King Saud University. Specifically, the study explores the following aspects of the program: student perceptions of the IEP; differences among student perceptions based on their college and proficiency level; student perceptions of the IEP's strengths and weaknesses; and student evaluations of their English language skills. The study employs a quantitative survey method. The results of the study revealed that the students had an overall positive perception where approximately 70% of students perceive the program as effective, beneficial, and useful. In particular, various aspects of teacher performances were evaluated more positively by students than other aspects of the program, such as the effectiveness of the teaching material and academic advising.
Communication, Interaction, and Motivation: Following the Theoretical Footprints of Distance Education
Author: Bozkurt, Aras
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Instructional Design,Student Motivation,Definitions,Sense of Community,Communities of Practice,Electronic Learning,Educational Technology

This paper revisits theoretical and conceptual lenses of distance education in order to identify the current state of the art and explore what do we have and then what do we need to provide meaningful learning experiences. The paper argues that the knowledge and experiences gained in the field of distance education provide working solutions and clear walkthroughs to design learning spaces where learners can build a learning community, start a journey with high intrinsic motivation, then interact, and communicate to intellectually grow. [This paper was published in: Proceedings of &quot;Digital Education: 21st Century&quot; (pp. 29-31).]
The Mobile Fact and Concept Textbook System (MoFaCTS) Computational Model and Scheduling System
Author: Pavlik, Philip I., Jr.
Date: 2021-06-15
Type: Speeches/Meeting Papers
Subjects: Textbooks,Intelligent Tutoring Systems,Electronic Learning,Instructional Design,Cloze Procedure,Mathematics,Regression (Statistics),Scheduling

An intelligent textbook may be defined as an interaction layer between the text and the student, helping the student master the content in the text. The Mobile Fact and Concept Training System (MoFaCTS) is an adaptive instructional system for simple content that has been developed into an interaction layer to mediate textbook instruction and so is being transformed into the Mobile Fact and Concept Textbook System (MoFaCTS). In this paper, we document the several terms of the logistic regression model we use to track performance adaptively. We then examine the contribution of each component of our model when it is fit to 4 semesters of Anatomy and Physiology course practice data. Following this documentation of the model, we explain how it is applied in the MoFaCTS system to schedule performance by targeting practice for each item at an optimal efficiency threshold. [This paper was published in the CEUR workshop proceedings (Vol. 2895).]
Integrating Adaptive Courseware as Part of a Comprehensive Redesign of a Gateway Math Course: A Case Study of Miami Dade College
Author: Achieving the Dream, Inc.
Date: 2021-09-00
Type: Reports - Research
Subjects: Courseware,Introductory Courses,College Mathematics,Community Colleges,Computer Uses in Education,Algebra,Curriculum Design,Instructional Effectiveness,Technology Integration

Achieving the Dream (ATD) is one of 12 higher education and digital learning organizations that make up the Every Learner Everywhere (Every Learner) Network, whose mission is to help higher education institutions improve and ensure more equitable student outcomes through advances in digital learning, particularly among poverty-impacted, racially minoritized, and first-generation students. Every Learner partners are addressing high failure rates in foundational courses through the provision of scalable, high-quality support to colleges and universities seeking to implement adaptive courseware on their campuses. As part of its ongoing effort to help community colleges develop effective teaching and learning practices, ATD is working with seven community colleges in Florida, Ohio, and Texas on this initiative, providing coaching and direct support to the colleges, fostering collaboration within and among the participating institutions, and serving as a liaison to the Every Learner network. This case study of Miami Dade College is part of a series of studies conducted by ATD examining how adaptive courseware is being implemented at those institutions, as well as how courseware is used in particular disciplines to better serve students. Case studies are based on interviews with college leaders, faculty, instructional designers, developers, technology specialists, and students who were enrolled in classes using the courseware.
Supporting Greater Integration of Adaptive Courseware in Gateway Courses: A Case Study of Broward College
Author: Achieving the Dream, Inc.
Date: 2021-09-00
Type: Reports - Research
Subjects: Courseware,Introductory Courses,Community Colleges,Computer Uses in Education,Curriculum Design,Instructional Effectiveness,Technology Integration,College Mathematics,College Science,English for Academic Purposes,Distance Education,Faculty Development,College Faculty

Achieving the Dream (ATD) is one of 12 higher education and digital learning organizations that make up the Every Learner Everywhere Network (Every Learner), whose mission is to help higher education institutions improve and ensure more equitable student outcomes through advances in digital learning, particularly among poverty-impacted, racially minoritized, and first-generation students. Every Learner partners are addressing high failure rates in foundational courses through the provision of scalable, high-quality support to colleges and universities seeking to implement adaptive courseware on their campuses. As part of its ongoing effort to help community colleges develop effective teaching and learning practices, ATD is working with seven community colleges in Florida, Ohio, and Texas on this initiative, providing coaching and direct support to the colleges, fostering collaboration within and among the participating institutions, and serving as a liaison to the Every Learner network. This case study of Broward College is part of a series of studies conducted by ATD examining how adaptive courseware is being implemented at those institutions, as well as how courseware is used in particular disciplines to better serve students. Case studies are based on interviews with college leaders, faculty, instructional designers, developers, technology specialists, and students who were enrolled in classes using the courseware.
Integrating Adaptive Courseware into Broader Efforts to Improve Teaching and Learning: A Case Study of Indian River State College
Author: Achieving the Dream, Inc.
Date: 2021-09-00
Type: Reports - Research
Subjects: Courseware,Introductory Courses,Community Colleges,Computer Uses in Education,Curriculum Design,Instructional Effectiveness,Technology Integration,College Mathematics,College Science,Flipped Classroom,Peer Teaching,Tutoring,College English

Achieving the Dream (ATD) is one of 12 higher education and digital learning organizations that make up the Every Learner Everywhere (Every Learner) Network, whose mission is to help higher education institutions improve and ensure more equitable student outcomes through advances in digital learning, particularly among poverty-impacted, racially minoritized, and first-generation students. Every Learner partners are addressing high failure rates in foundational courses through the provision of scalable, high-quality support to colleges and universities seeking to implement adaptive courseware on their campuses. As part of its ongoing effort to help community colleges develop effective teaching and learning practices, ATD is working with seven community colleges in Florida, Ohio, and Texas on this initiative, providing coaching and direct support to the colleges, fostering collaboration within and among the participating institutions, and serving as a liaison to the Every Learner network. This case study of Indian River State College is part of a series of studies conducted by ATD examining how adaptive courseware is being implemented at those institutions, as well as how courseware is used in particular disciplines to better serve students. Case studies are based on interviews with college leaders, faculty, instructional designers, developers, technology specialists, and students who were enrolled in classes using the courseware.
Education Program Participation among Students Affected by Intergenerational Poverty
Author: Shooter, Wynn
Date: 2021-01-19
Type: Reports - Research
Subjects: Poverty,At Risk Students,Attendance,Low Achievement,Low Income Students,Intervention,Student Participation,Access to Education,Academic Support Services,Student Needs,Early Childhood Education,After School Programs,School Readiness,Elementary Secondary Education,Early Intervention,Teacher Effectiveness,Grants,Educational Legislation,Federal Legislation,Vocational Education,Emergent Literacy,Literacy Education,Homeless People

The Department of Workforce Services (DWS) asked the Utah State Board of Education (USBE) to provide a longitudinal perspective on progress toward education outcomes for students experiencing intergenerational poverty (IGP). As of 2020, students affected by IGP often had higher rates of chronic absence and lower proficiency rates than students statewide. The authors first compiled a list of USBE administered programs that serve low-income students and then looked for available data that described the extent to which students participated in these programs. They include brief, narrative descriptions of all programs identified as serving low-income students, and for programs with data, the authors provide percentages of participation. The study presented in this report had two primary goals: (1) To create a comprehensive list of programs that serve low-income students and students affected by IGP, and; (2) To determine the extent to which the students affected by IGP are accessing programs and services that are designed to serve them. Information was gathered from USBE directors and coordinators about programs they administered that were designed to serve students from low-income backgrounds. Once a list of programs was complete, the authors determined if student participation in these programs was documented in the USBE data system or if program specialists at the USBE collected and maintained program participation records. The authors found 24 programs and 12 of those programs had available data. Results are organized into three categories that differentiate the extent to which programs were specifically designed to serve low-income students: (1) General programs, those designed for all students and that may benefit low-income students; (2) Student support programs, those designed to serve and benefit students who are underserved or who need additional academic support; and Targeted low-income programs, having been created to serve and benefit low-income students.
Measuring the Impact of Trauma-Focused, Cognitive Behavioral Group Therapy with Middle School Students
Author: Sumi, W. Carl
Date: 2021-00-00
Type: Reports - Research
Subjects: Trauma,Group Therapy,Middle School Students,Cognitive Restructuring,Intervention,Behavior Modification,Stress Variables,Comparative Analysis,Screening Tests,Behavior Problems,Symptoms (Individual Disorders),Posttraumatic Stress Disorder,Student Attitudes,Pretests Posttests,Mathematics Tests,Standardized Tests,Self Control,Psychological Patterns,Outcomes of Treatment

This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47% female) or comparison group (n = 143; 53% female). Analyses examined the overall impact of CBITS and differential effects among subpopulations of students who reported clinically significant externalizing (n = 75; 67% female) or internalizing behavior (n = 185; 53% female) at baseline. Overall, students who received CBITS reported significantly reduced post-traumatic stress symptoms and marginally significant improvements in internalizing symptoms. Relative to counterparts in the comparison group, students exhibiting externalizing behaviors in the CBITS group reported significantly reduced post-traumatic stress, dissociation, anger, internalizing and total behavior problems, and also significantly improved scores on a standardized literacy assessment at posttest and follow-up. Students with internalizing behavior problems showed differential academic effects at 1-year follow-up; those in CBITS did significantly better on standardized math tests. [This paper was published in &quot;School Mental Health&quot; 2021 (EJ1319697).]
Socio-Demographic and Socio-Economic Characteristics, and Basic Skills of the Non-Formal Distance Education Participants among Adults in the U.S.
Author: Yamashita, Takashi
Date: 2021-10-16
Type: Reports - Research
Subjects: Basic Skills,Adults,Adult Education,Distance Education,Electronic Learning,Lifelong Learning,Nonformal Education,Open Education,Socioeconomic Influences,Individual Characteristics,Predictor Variables,Participation,Educational Attainment,Employment,Technological Literacy,Problem Solving,Literacy

Despite increasing demand in distance education, relatively little is known about the demographic and socio-economic characteristics as well as basic skill levels of adult distance education participants at the national level in the U.S. This study analyzed the U.S. data from 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of non-formal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills and digital problem-solving skills were positively associated with non-formal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors. [This paper will be published in &quot;Adult Education Quarterly.&quot;]
Barriers and Facilitators for Mid- and Later-Life Community College Students: The Role of Faculty
Author: Cummins, Phyllis A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Barriers,Community Colleges,Two Year College Students,College Faculty,Adjunct Faculty,Teacher Role,Faculty Development,Academic Achievement,Tenure,Teacher Attitudes,Student Attitudes,Teacher Student Relationship,Adult Students,Nontraditional Students

This qualitative study of students in mid- and later-life (MLL; age 40 and older) sought to address the role faculty play in facilitating student success and how institutions support faculty, especially adjunct faculty. Adjunct faculty teach a majority of classes at community colleges but are not provided the same professional development opportunities as tenure track faculty and are often not well integrated into the college system. Data were collected in focus groups with faculty (both adjunct and tenured) and students, supplemented by key informant interviews, at multiple community colleges in a Midwestern state. MLL students are a heterogeneous group and often have more demands on their time than do younger students. Our findings on the critical role faculty members play in helping MLL students succeed suggest that providing additional support for faculty is a valuable investment for community colleges. [This paper will be published in &quot;Community College Journal of Research and Practice.&quot;]
A Snapshot of Student Support Systems across the South. Distance Learning Equity Dashboard
Author: Tinubu Ali, Titilayo
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Pupil Personnel Services,COVID-19,Pandemics,Distance Education,Equal Education,Access to Education,Internet,Racial Bias,Minority Group Students,Elementary Secondary Education,Social Emotional Learning,Mental Health,Summer Schools,Rural Urban Differences

As the COVID-19 Pandemic intensified in the spring, school and system leaders throughout the South rapidly pivoted toward distance learning. The Southern Education Foundation (SEF) sought to understand how these districts were keeping equity issues at the center of their plans. The team began by publishing &quot;Distance Learning During COVID-19: 7 Equity Considerations for Schools and Districts&quot; (ED605744), an issue brief highlighting ways schools and districts were meeting the needs of their most vulnerable students. The team then developed the Distance Learning Equity Dashboard to track, across 20 indicators, how districts were providing academic, social-emotional and other wraparound support to students, as well as how they were supporting teachers and parents in navigating the transition to distance learning. Four key themes were uncovered during a scan of the results: (1) Most school districts made expanding access to WiFi and technology a priority, regardless of available resources; (2) Nearly every school district prioritized social and emotional learning and mental health support for students. This support wasn't as clearly identifiable for teachers; (3) Over time, more school districts began sharing plans for summer learning; and (4) Rural school districts met fewer indicators than their urban and large suburban counterparts.
ESL Students in California Public Higher Education. ICAS ESL Task Force Report. 2020 Update
Author: Academic Senate for California Community Colleges
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: English Language Learners,English (Second Language),Second Language Learning,College Students,Public Colleges,Community Colleges,Two Year College Students,Identification,Student Placement,Student Personnel Services,Barriers,Foreign Students,State Universities,College Curriculum

This report responds to the key questions raised by educators regarding English as a second language (ESL) practices, programs, and support services across the three California postsecondary systems: the California Community Colleges (CCC), the California State University (CSU), and the University of California (UC). Though there is unanimous agreement that English language learners (ELLs) represent an important demographic served across the three segments of higher education in California, the types of support offered to these students is both unbalanced and unclear. The survey conducted for the purposes of this 2020 ESL Students in California Public Higher Education report found uncoordinated approaches to assessment for language learning, uneven methods of identifying ELLs, and an overall reduction in sections of ESL courses. Moreover, while ELL students are not a homogeneous population, it appears as though certain kinds of ELL students receive disproportionate levels of support. For instance, the 2020 survey responses reveal that many institutions have very clear means of identifying international students yet very unclear means of identifying ELL immigrants. The chief method of identifying immigrant ELLs is self-identification; however, immigrant ELL students may not choose not to identify as such. Often the most accurate means the college has to identify ELLs is enrollments in ESL classes. Self-identification or even college identification is usually imprecise and inconsistent. This report concludes with a list of recommendations and action items in direct response to the lack of significant progress made towards serving ELLs since the 2006 report. The recommendations and action items signal the absolute necessity that the three higher educational systems coordinate efforts to identify, track, and provide adequate instruction and support for ELLs as well as engage ESL professionals in the recommendation and coordination of services. [For the 2006 report, &quot;ESL Students in California Public Higher Education. ICAS ESL Task Force Report,&quot; see ED510567.]
School Life: Official Journal of the U.S. Office of Education. Volume XXVI. October 1940-July 1941
Author: Jones, Olga A., Ed.
Date: 1942-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books

This document contains the October 1940 through July 1941 issues of &quot;School Life,&quot; a monthly publication of the Federal Security Agency's U.S. Office of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXVI index is included.
A Review and Content Analysis of the Turkish Online Journal of Distance Education Publications between 2000 and 2015
Author: Aydin, Cengiz Hakan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Periodicals,Distance Education,Classification,Journal Articles,Educational Technology,Research Reports,Authors,Trend Analysis,Foreign Countries,Content Analysis,Research Methodology,Geographic Location

This paper presents a review of distance education literature published in the &quot;Turkish Online Journal of Distance Education&quot; (&quot;TOJDE&quot;) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. The articles (N=784) published between 2000 and 2015 were reviewed for this study. Findings indicated that issues related to educational technology are a popular research area in articles published in &quot;TOJDE.&quot; Nearly all the articles are theoretical/descriptive, quantitative, or qualitative in nature. According to publication and authorship patterns, &quot;TOJDE&quot; is an international journal with a special ability to reflect developments in its near region in the field of distance education. [This paper was published in: &quot;Human and Artificial Intelligence for the Society of the Future. European Distance and E-Learning Network (EDEN) Conference Proceedings,&quot; European Distance and E-Learning Network, 2020, pp. 217-225.]