ethanporcaro/eric-fulltext-meta huggingface dataset:
Incremental Disbursements of Student Financial Aid: Final Report on Aid Like a Paycheck
Author: Weissman, Evan
Date: 2019-05-00
Type: Reports - Research
Subjects: Student Financial Aid,Student Needs,Costs,Student Employment,Time,Budgeting,Program Effectiveness,Community Colleges,Two Year College Students,Resource Allocation,Academic Achievement,Program Implementation,Money Management,Academic Persistence

Financial aid plays an essential role not only in allowing many students to enroll in college but also in supporting them in attaining completion and success. Often, however, the total amount of aid does not come close to covering the cost of attendance for full-time students. As a result, the majority of students enrolled at two-year public institutions report feeling financial stress related to paying for school. Students often work while attending college to cover the full cost of attendance, but time spent working can have a negative impact on their academic success. MDRC launched Aid Like A Paycheck to test whether changes to the timing of student aid disbursement could help students stretch their financial aid to cover their expenses throughout the term, and whether such a policy could improve students' academic and financial outcomes. Most colleges distribute financial aid refunds to students in one or two lump sums during the term. Aid Like A Paycheck tested an alternate approach, in which financial aid refunds were disbursed biweekly, with the goal of helping students better budget their existing financial aid. MDRC conducted a mixed-methods evaluation of incremental financial aid disbursements at two community college systems in and around Houston, Texas, and at a third system in California's rural Central Valley. At the two institutions in Texas, the study included a randomized controlled trial that gathered data from nearly 9,000 students and tracked them for up to two years. The final findings from the study indicate that biweekly disbursements do not result in substantial impacts on student outcomes: (1) Students assigned to receive biweekly disbursements and those assigned to receive their aid in the standard way received the same total amount of financial aid; (2) Biweekly disbursements reduced students' debt to the college in the first semester, but this reduction in debt was no longer evident at the end of the fourth semester; (3) On average, there is no evidence of biweekly disbursements improving students' key academic outcomes; and (4) There is little evidence that the participating colleges or the government saved money by implementing biweekly disbursements; and (5) Implementation of the policy was costlier than -- and not as simple as -- expected, even when implemented without the constraints of the randomized controlled trial design. Overall, the study suggests that incremental disbursements neither hurt students nor substantially improve their academic or financial outcomes. [To read the provisional findings of this study, &quot;Aligning Aid with Enrollment: Interim Findings on Aid Like a Paycheck,&quot; see ED574751.]
Exercise (ECE). EBP Brief Packet
Author: Griffin, W.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Exercise,Autism,Pervasive Developmental Disorders,Physical Activities,Physical Fitness,Intervention,Behavior Modification,Behavior Problems,Evidence Based Practice

Exercise usually refers to the physical activity in which one engages in order to achieve a healthier level of physical fitness. The integration of daily opportunities for physical activity for learners with Autism Spectrum Disorder (ASD) is important for improving their basic physical fitness. In addition to physical fitness, exercise also can be used as an intervention for learners with ASD to increase desired behaviors, such as academic engagement, time on task, correct responding, and task completion. Exercise can decrease inappropriate behaviors, such as aggression, self-injury, self-stimulatory/stereotypic behaviors, and time off task. This evidence-based practice (EBP) overview on Exercise (ECE) includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Antecedent-Based Intervention (ABI). EBP Brief Packet
Author: Sam, A.
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Intervention,Applied Behavior Analysis,Behavior Problems,Time on Task,Evidence Based Practice,Functional Behavioral Assessment,Reinforcement,Behavior Modification,Preschool Education,Elementary Secondary Education

Derived from applied behavior analysis, antecedent-based interventions (ABI) are used to address both interfering behaviors (e.g. repetitive, disruptive) and on-task behaviors (e.g. engaged or working on specific task/activity) behaviors. ABI is commonly used with other evidence-based practices such as functional behavior assessment (FBA), extinction (EXT), and reinforcement (R+). With ABI, teachers and practitioners focus on identifying the events that take place immediately &quot;before&quot; and &quot;after&quot; an identified interfering behavior. The identification of both before and after events, allows for teachers and practitioners to identify the conditions or events within the environment that prompt the learner to exhibit the identified behavior (i.e., antecedents) and the conditions or events that are reinforcing the behavior after it occurs (i.e., consequences). This evidence-based practice (EBP) overview on ABI includes the following packet components: (1) Overview; (2) Evidence-base; (3) Step-by-Step Guide; (4) Implementation Checklist; (5) Data Collection Sheets; (6) Tip Sheet for Professionals; (7) Parent Guide; (8) Additional Resources; (9) CEC Standards; and (10) Module References. [This brief was co-written by the Autism Focused Intervention Resources and Modules (AFIRM) team.]
Sharing the Year Abroad Experience with Non-Language Students: A Student-Led Project on Outward Mobility
Author: de Berg, Anna
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Study Abroad,Higher Education,Student Role,Global Approach,Foreign Countries,Student Mobility,Business Schools,Undergraduate Study,Second Language Learning,Cultural Awareness,Intercultural Communication,Program Effectiveness,Student Participation

Whilst internationalisation has already become an integral part of the curriculum at all higher education institutions in the UK, what does it actually mean? Is student mobility an aim in itself or is it more useful as a promotional tool to develop more internationally oriented graduates? How can we help students take control over their intercultural learning? This article analyses a recent student-led project undertaken by final-year Modern Foreign Languages (MFL) students at Sheffield Hallam University (SHU) to promote outward mobility among students on non-language degree programmes against the backdrop of current discussions surrounding internationalisation. It examines advantages, constraints, and drawbacks of such a project and presents some ideas for future consideration. The project has been developed and managed by the author of this article (module and project leader and Faculty International Mobility coordinator) in collaboration with the Head of International Partnerships at SHU. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Rebuilding the Ladder of Educational Opportunity
Author: McClellan, Catherine
Date: 2018-06-00
Type: Reports - Research
Subjects: Educational Opportunities,Academic Aspiration,Educational Attainment,Academic Achievement,Outcomes of Education,Teacher Leadership,Equal Education,Teacher Attitudes,Administrator Attitudes,Urban Schools,Rural Schools,Educational Diagnosis,Educational Practices,Community Involvement,Parent Participation,Interpersonal Relationship,Empathy,Disadvantaged Youth,School Culture,Faculty Development,Teacher Expectations of Students,Self Concept,Race,Ethnicity,Socioeconomic Status,Community Characteristics,Family Environment,Minority Group Students,Elementary School Teachers,Middle School Teachers,High School Teachers

Opportunity gaps have plagued American education for decades. The gaps are widening, not shrinking, as economic inequality increases in U.S. society. This study draws together themes and actions taken by schools and teachers who are outliers on that trajectory: those who manage to reduce the effects of opportunity gaps in education, supporting their students to success and achievement beyond the expected. No single heroic teacher can eliminate these effects, but schools and districts, working together as a coherent system, can soften the blows and help students reach their full potential as students, as graduates, and citizens.
Yearly Success and Progress Rates (Fall 2012 Entering Cohort). Snapshot™ Report, Spring 2019
Author: National Student Clearinghouse Research Center
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Stopouts,Graduation Rate,Academic Persistence,Higher Education,Private Colleges,College Graduates,Part Time Students,Full Time Students,College Transfer Students,Time to Degree,Academic Achievement,Enrollment,Two Year Colleges,College Students,Academic Degrees,Two Year College Students,Public Colleges

This snapshot goes beyond traditional measures of postsecondary attainment by tracking the fall 2012 entering cohort over time, and showing persistence, stop-out, and completion rates at the end of each subsequent academic year. The model tracks outcomes for both full-time and part-time starters, and takes spring and summer terms into account. Figures in the report: (1) Yearly Success and Progress: All Institutional Sectors, First-Time, Full-Time Degree-Seeking Students (N=1,830,457); (2) Yearly Success and Progress: All Institutional Sectors, First-Time, Part-Time Degree-Seeking Students (N= 400,452); (3) Yearly Success and Progress: Four-Year Public Institutions, First-Time, Full-Time Degree-Seeking Students (N=884,569); (4) Yearly Success and Progress: Four-Year Public Institutions, First-Time, Part-Time Degree-Seeking Students (N= 116,765); (5) Yearly Success and Progress: Four-Year Private Non-Profit Institutions, First-Time, Full-Time Degree-Seeking Students (N=409,989); (6) Yearly Success and Progress: Four-Year Private Non-Profit Institutions, First-Time, Part-Time Degree-Seeking Students (N=26,702); (7) Yearly Success and Progress: Four-Year For-Profit Institutions, First-Time, Full-Time Degree-Seeking Students (N=37,041); (8) Yearly Success and Progress: Four-Year For-Profit Institutions, First-Time, Part-Time Degree-Seeking Students (N= 7,164); (9) Yearly Success and Progress: Two-Year Public Institutions, First-Time, Full-Time Degree-Seeking Students (N= 494,093); and (10) Yearly Success and Progress: Two-Year Public Institutions, First-Time, Part-Time Degree-Seeking Students (N=249,401).
A Randomized Controlled Trial of Interleaved Mathematics Practice
Author: Rohrer, Doug
Date: 2019-05-24
Type: Reports - Research
Subjects: Randomized Controlled Trials,Mathematics Instruction,Grade 7,Assignments,Intervention,Mathematics Tests,Scores,Teacher Attitudes,Teaching Methods,Problem Solving,Instructional Effectiveness,Educational Practices,Pilot Projects,School Districts,Honors Curriculum,Advanced Courses,Worksheets

We report the results of a pre-registered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no two consecutive problems require the same strategy. Previous small-scale studies found that practice assignments with a greater proportion of interleaved practice produced higher test scores. In the present study, we assessed the efficacy and feasibility of interleaved practice in a naturalistic setting with a large, diverse sample. Each of 54 seventh-grade mathematics classes periodically completed interleaved or blocked assignments over a period of four months, and then both groups completed an interleaved review assignment. One month later, students took an unannounced test, and the interleaved group outscored the blocked group, 61% vs. 38%, d = 0.83. Teachers were able to implement the intervention without training, and they later expressed support for interleaved practice in an anonymous survey they completed before they knew the results of the study. Although important caveats remain, the results suggest that interleaved mathematics practice is effective and feasible. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
Embedding Employability in Language Learning: Video CV in Spanish
Author: de Andrés, Chelo
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Employment Potential,Higher Education,Second Language Learning,Second Language Instruction,Case Studies,Spanish,Video Technology,Resilience (Psychology),Language Skills,Guides,Resumes (Personal),Cultural Awareness,Foreign Countries,College Students,Business Communication,Labor Market

The drive to embed employability in Higher Education (HE) offers a growth opportunity for languages provision. The employability potential of language learning for the global graduate has been analysed by the &quot;Born Global&quot; project on languages and employability (British Academy, 2016). Employers have consistently identified communication and resilience, skills often imparted in learning language programmes, as highly sought after skills (World Economic Forum, 2018). Extensive evidence of the skill-set associated with language learning recently collected in the comprehensive volume &quot;Employability for languages: a handbook,&quot; edited by Corradini, Borthwick, and Gallagher-Brett (2016). In the same spirit of disseminating projects that equip students for real-life situations and introduce them to the world of work, this paper proposes the creation of a video CV as an innovative activity to integrate language learning and employability. Although the case study relates to Spanish, the process and steps identified can be easily adapted to other languages. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Teaching Intercultural Competencies at the University of Debrecen
Author: Tar, Ildikó
Date: 2019-06-08
Type: Reports - Evaluative
Subjects: Intercultural Communication,Cultural Awareness,Comparative Analysis,Foreign Countries,Second Language Learning,Second Language Instruction,Business,Universities,Instructional Materials,Cultural Differences,Models,Teaching Methods,Corporations,Business Communication,Power Structure,Organizational Culture,Femininity,Masculinity,Individualism,Collectivism,College Students

The education of intercultural competencies and the related skills are at the forefront of teaching at Debrecen University. The teaching materials are based on the work of esteemed authors like Hofstede, Hall, and Trompenaars. However, new cultural and social realities evolve, and educators of intercultural communication need to be responsive to these changes. The article discusses recent surveys carried out by the Budapest College of Communication, Business, and Arts in Budapest in 2004-2012 and SCOPE Intercultural Communication Services LLC (of which the first author is a member) in 2007-2017 on the transformation of the typical features in Hungarian culture, using Hofstede's (1983) original four indices and some additional ones developed by Hall and Hall (1990) and Smith, Dugan, and Trompenaars (1996). The study compares these findings with Hofstede's (1983) corresponding results on Hungary. The authors have found significant differences between the two sets of results and attempted to identify the underlying causes. The paper emphasises the significance of these new findings in raising intercultural awareness in Hungary and Europe in the global framework, and use them as a basis for teaching intercultural competencies through language learning for students. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Training Language Professionals to Be Digitally Proficient in an Undergraduate and Postgraduate Context
Author: Jordano de la Torre, María
Date: 2019-06-08
Type: Reports - Evaluative
Subjects: Graduate Students,Undergraduate Students,Language Teachers,Information Technology,Feedback (Response),Technological Literacy,Second Language Learning,Second Language Instruction,Correlation,Masters Degrees,Bachelors Degrees,Foreign Countries,Distance Education,Cooperative Learning,Teacher Education,Faculty Development,Teaching Methods,English (Second Language),Student Attitudes

The last five years have been witnessing the publication of two crucial documents in the field of language teaching and technology: 'CEFR: Companion Volume with New Descriptors' (Council of Europe, 2018) and 'DigCompEdu' (Punie &amp; Redecker, 2017). These publications will be decisive for the design of new study plans aimed at the training of language teachers at all levels. This article describes the connection found between the second mentioned document and two of the subjects delivered by the researcher. One of these subjects is offered optionally in the fourth course of the bachelor's degree in English studies, and the other one is included within the second year of a master on Information and Communication Technology (ICT) applied to language studies. Since the launch of both subjects in 2009 and 2010 respectively, the enrolled students have been providing detailed feedback about their digital competence levels and the course itself. These data, added to the information retrieved from the satisfaction questionnaires distributed by our university, have contributed to depict a detailed map of the level of digital competences of students who come from different parts of Spain and other countries. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Learning through Teaching Languages: The Role of the Teaching Placement for Undergraduate Students
Author: Webster-Deakin, Tara
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Second Language Instruction,Second Language Learning,Employment Potential,Cultural Awareness,Undergraduate Students,Intercultural Communication,Family School Relationship,Barriers,Action Research,Lesson Plans,Political Attitudes,Seminars,Program Descriptions,Language Teachers,Language Proficiency,Student Placement,Teaching Experience,English (Second Language),Study Abroad,Foreign Countries,Student Teaching

The Higher Education Academy (HEA) Embedding Employability framework lists a broad range of employability skills they have identified as being imperative to graduate success in the workplace, including &quot;knowledge and application, self, social and cultural awareness and reflection and articulation&quot; (HEA, 2015, diagram, n.p.). The final year Undergraduate Ambassador Scheme (UAS) module in the School of Cultures, Languages, and Area Studies, 'Communicating and Teaching Languages', delivers the majority of these skills identified as necessary for graduate employability while combining the acquisition of these with rigorous academic student outputs. While teaching as a career is not for everyone, the module provides an opportunity for final year linguists to apply their knowledge in a real-world context and offers them a testing ground for their own language skills and competencies as well as the chance to position themselves as adults in a work environment. In local inner city and county schools, they learn about the complexities of professional relationships, curriculum constraints, political agendas, and homeschool relationships while constructing and evaluating lesson plans for a range of learning needs. Supported by seminars delivered by an educationalist, the experience of the students-as-teachers can be seen to follow the same plan-act-observe-reflect cycle as is commonly used in teacher action research (Elliott, 1985; Schön, 1987). As with professional teacher action research, students are required to demonstrate &quot;a willingness to learn about their own classrooms and a desire to develop themselves professionally&quot; (Nixon, 1981, p. 9). This article outlines the composition of the UAS programme, its challenges, and the opportunity it provides for final year linguists to develop a range of professional competencies for their future careers. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
The EUniTA Project: Working with International Partners to Develop Language, Intercultural, and Professional Competencies in European University Students
Author: Cunico, Sonia
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Program Descriptions,Second Language Learning,Second Language Instruction,Foreign Countries,Academic Language,Language Proficiency,Independent Study,Intercultural Communication,Computer Mediated Communication,Student Exchange Programs,Universities,College Students,Student Needs,Interpersonal Communication,Cooperative Learning,Communities of Practice,Program Effectiveness,Professional Development,Partnerships in Education,Cultural Awareness

Language tandem exchanges offer students valuable opportunities for autonomous learning and authentic intercultural communication encounters. This paper will discuss the key principles of tandem language exchange, and in particular online ones, and then present the EU-funded European University Tandem (EUniTa) project which was developed by colleagues from seven European partner universities to create an integrated online platform, with audio/video and chat interfaces. EUniTa allows an innovative automatic matching and meets the learning needs of university students by providing them with materials to develop their Basic Interpersonal Communication Skills (BICS) as well as their Cognitive Academic Language Proficiency (CALP). In the conclusion, areas for future research are identified to measure the success of the project and its longevity. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]
Integrating the Language Aspects of Intercultural Competencies into Language for Specific Purposes Programmes
Author: Hajdu, Zita
Date: 2019-06-08
Type: Reports - Descriptive
Subjects: Languages for Special Purposes,Intercultural Communication,Cultural Awareness,Business Communication,Professional Education,Labor Market,Second Language Learning,Second Language Instruction,Native Language,Language Skills,Translation,Science Education,Masters Programs,Cultural Pluralism,Management Development,Corporations,Program Descriptions,Empathy,Foreign Countries

Business schools and their foreign language departments are expected to support their students in the transition from the academic sphere into the world of work, where non-domain skills including intercultural competencies have gained importance in degree jobs. To react to labour market trends, the Institute of Business Communication and Professional Language Studies decided to offer courses of intercultural skills with the aim of preparing students for appropriate and effective communication in an international environment. This is to be achieved by developing open, conscious, and adaptable behaviour and also by the acquisition of the linguistic and non-language elements of intercultural communication. Students should know how information is conveyed both in their mother tongue and the target language (explicit and subtle ways of expressing thoughts, potential areas of misunderstanding). The paper also deals with the benefits business organisations can gain by possessing intercultural competencies. [For the complete volume, &quot;Professional Competencies in Language Learning and Teaching,&quot; see ED595297.]