ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrative Motivation: How Perceptions of the Target Language Country Influence Students' Motivational Pattern
Author: Nikitina, Larisa
Date: 2006-11-20
Type: Reports - Research
Subjects: Foreign Countries,Student Motivation,Academic Achievement,Russian,Second Language Learning,Questionnaires,Content Analysis,Student Attitudes,Culture,Native Speakers,Second Languages

Motivation has been recognized by both psychologists and educators as one of the key elements for a successful learning outcome. In research on motivation in language learning, it is customary to view the construct as a dyadic unity of integrative and instrumental motivation. The former includes the learners' attitudes towards the culture and native speakers of the target language. This research aims to explore whether integrative motivation is ubiquitous in the foreign language classroom. For this purpose, context analysis of the open-ended questionnaires was carried out to examine perceptions that students learning Russian at Universiti Malaysia Sabah (UMS) have about Russia, its culture and people. As the results revealed, initially, only scant traces of integrative motivation were detected. However, in the course of the language program, &quot;integrative&quot; drive intensified. The paper proceeds to discuss whether and how pedagogical intervention might alter the learners' motivational pattern. (Contains 2 tables.)
The Dynamics of Post-Secondary Participation and Completion: A Fifteen Year Portrayal of BC Young Adults. Research Results
Author: Andres, Lesley
Date: 2009-12-00
Type: Reports - Research
Subjects: High School Graduates,Foreign Countries,Followup Studies,Postsecondary Education,Participation,Articulation (Education),Transfer Rates (College),Transfer Students,Educational Attainment,Credentials,Graduation Rate,Enrollment Rate,Employment Potential,Debt (Financial),Student Costs

The British Columbia post-secondary system is articulated or &quot;seamless&quot; in that it allows for students to make dynamic transitions into and through the system. But what types of transitions do students actually make? What level of student debt do they incur? What credentials do they earn and how do these credentials help them to secure employment?  The Paths on Life's Way project has been following 733 BC high school graduates from the Class of 1988 since they graduated from high school. The Paths project is unique in that it traces students through the post-secondary system--both provincially and extra-provincially--and follows them as they moved from post-secondary education into work. To date, data have been collected at five year intervals (1989, 1993, 1998, and 2003). In this report,  some of the key findings from the 15 year follow-up study in 2003 are highlighted. The Paths on Life's Way sample is certainly an &quot;educated generation.&quot; Almost all respondents have embraced post-secondary studies, either directly out of high school or at a later point in time. Despite the cost, post-secondary education has paid off--particularly for male university graduates--in terms of jobs in the professions and high level management. (Contains 5 tables, 4 figures, and 5 footnotes.)
Block Transfer: A Private Career College Student's Ladder into the BC Transfer System. Special Report
Author: McIvor, Raili
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Transfer Programs,Foreign Countries,Student Mobility,Intercollegiate Cooperation,Transfer Policy,Articulation (Education),Private Colleges,Contracts

In June 2008 the British Columbia Council on Admissions and Transfer (BCCAT) approved a new policy to publish in the BC Transfer Guide block transfer agreements (BTAs) between BC Transfer System member institutions and private post-secondary institutions accredited by the Private Career Training Institutions Agency (PCTIA). This new policy was directed at facilitating cooperation between the public and private sectors and at improving transfer opportunities for private college students. It also provided an informal way of measuring the volume of private to public student mobility and to see if what was suspected was true: that some private/public block transfer or informal transfer agreements were already in place but just not widely known. In passing this new policy, the Council's intent was not to force institutions into agreements but rather to record agreements already in place and to encourage cooperation in forging new ones. The BCCAT remains committed to its obligation to facilitate private/public cooperation by providing the BTA policy and process framework and encouraging institutions to use it. This paper explains BTAs and explores the benefits of using them to highlight their potential as versatile and efficient articulation tools. It also briefly examines the current evidence for student mobility from accredited private career training colleges to public institutions.
Childhood Obesity: A Heavy Problem
Author: Costley, Kevin C.
Date: 2010-04-01
Type: Reports - Descriptive
Subjects: Physical Education,Obesity,Health Promotion,Nutrition,Food,Children,Child Health,Life Style,Public Health,Physical Fitness,Eating Habits,Family Environment,Parent Responsibility,Physical Activity Level,Dietetics

The youth of today are faced with a big problem; they are becoming more obese every day.  The time of children playing outside all day and being extremely active has been overtaken by the television and video games.  The days of sitting down as a family and eating a good healthy meal has been replaced by the rush to the nearest fast food restaurant.  Today's children are tomorrow's future and presently, the future looks unhealthy.  Today's curriculum must promote a healthier lifestyle.  Obesity is now an American crisis.  It is vital to teach children proper nutrition and how to stay physically fit. In these days of excessive testing and accountability, the focus is on content and learner outcomes.  Yet, what good is acquiring knowledge, when children, who will later become adults, continue imitating what their parents do, making unhealthy choices in their diets.  It is now essential that students have physical education classes every day.  The curriculum must promote healthy choices in foods and lunch rooms should provide healthier food choices.  Good nutrition begins in the home. Schools can only be a part of the solution. First lady, Michelle Obama has taken on the fight for the elimination of child obesity.  It is hoped that her national coverage will lead to needed public awareness of the crisis and additional funding to fight childhood obesity, especially in the public schools.
The Year 1998 in Review
Author: Tracy-Mumford, Fran
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Adult Learning,Accountability,Learning Experience,Public Policy,Adult Literacy,Adult Education,Educational Legislation,Educational Quality,Partnerships in Education,Teaching Methods,Educational Technology,Computer Uses in Education,Access to Education,Equal Education,Federal Legislation,Basic Skills,State Standards,Curriculum Development,Faculty Development,Educational History,Equivalency Tests,Family Literacy

The year 1998 was one of immense change for adult learning and literacy, as significant new legislation was passed and the field headed more deeply into the mainstream. Along with these developments came greater demands for program accountability, expanded strategic alliances and partnerships, new instructional methodologies, changes in public policy, and advancements in technology that change the nature of the teaching-learning experience for both teachers and learners. This paper reviews the gains made in the field of adult learning and literacy in 1998 and discusses the needs that must be met in the years ahead. [Chapter 1 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Lessons from Preventing Reading Difficulties in Young Children for Adult Learning and Literacy
Author: Snow, Catherine E.
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Reading Difficulties,Prevention,Adult Basic Education,Young Children,At Risk Students,Adult Learning,Adult Students,Family Literacy,Adult Literacy,English (Second Language),Educational Research,Reading Instruction,Case Studies,Reading Motivation,Metalinguistics,Intervention,Access to Education,Reading Skills,Student Characteristics,Minority Groups,Limited English Speaking,Low Achievement,Educational Environment,Dialects,Literacy Education,Poverty,Language Acquisition,Hearing Impairments,Developmental Delays,Developmental Stages,Phonological Awareness,Language Skills

In the spring of 1998 the National Research Council released a report, Preventing Reading Difficulties in Young Children for Adult Learning and Literacy (PRD). PRD was written with the goal of contributing to the prevention of reading difficulties by documenting the contributions of research to an understanding of reading development and the conditions under which reading develops with the greatest ease. This chapter discusses the implications of the report for adult literacy and family literacy programs, including programs teaching English for speakers of other languages (ESOL). The questions the authors address include the following: What is the relevance of the research base reviewed in the report to understanding adult literacy performance and instructional practice for adults? Are the risk factors identified in the report as justifying secondary prevention efforts equally applicable to adult learners? What is the future of adult basic education (ABE) in a world where reading difficulties have truly been well prevented? The authors begin with a brief summary of the findings of PRD that they consider most relevant to ABE and ESOL. They then present six case studies of adult literacy learners to illustrate how the issues brought up in PRD are and are not directly relevant to adult literacy difficulties. They conclude by suggesting areas of adult literacy in need of further research and ways that teacher preparation for adult literacy practitioners might be improved. (Contains 14 notes.) [Chapter 2 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Youth in Adult Literacy Education Programs
Author: Hayes, Elisabeth
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Literacy Education,Dropouts,Adult Education,Adult Literacy,Trend Analysis,Enrollment Trends,Nontraditional Students,At Risk Students,Nontraditional Education,High School Equivalency Programs,Equivalency Tests,Job Skills,Educational Change,State Legislation,Welfare Services,Attendance Patterns,Employment Level,Access to Education,Program Effectiveness,Adolescents,Student Characteristics,Teaching Methods,Curriculum Development,Faculty Development,Educational Research,Educational Policy,Adult Students

The growing number of youth enrolling in adult literacy education is a little-documented trend across the nation that is having a major impact on programs in some areas but appears to be unnoticed by educational policymakers and researchers. A central question is whether youth enrollments provide an opportunity for adult literacy education to serve dropouts as soon as possible after they leave school (thereby improving their ability to obtain better jobs, pursue further education, and contribute to their communities), or whether problems associated with serving these youth outweigh any benefits. The information the author gathered for this chapter does not suggest a definitive answer to this question, but it does lay the groundwork for a more informed response. There is clearly a need for more research to determine, for example, whether adult literacy education is successful in helping these youth earn high school credentials. In addition, there are important policy issues, such as whether adult literacy programs should receive additional funding to serve such youth. (Contains 2 notes.) [Chapter 3 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Adult Literacy and Postsecondary Education Students: Overlapping Populations and Learning Trajectories
Author: Reder, Stephen
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Adult Basic Education,Adult Learning,Adult Literacy,Basic Skills,College Students,Community Colleges,Reading Skills,Remedial Reading,Developmental Programs,Program Effectiveness,High School Equivalency Programs,Nontraditional Students,Comparative Analysis,Outcomes of Education

In this chapter, the author explores the overlap between adult literacy programs and community colleges by examining the literacy skills of postsecondary education students, the remedial/developmental programs that serve them, and the effectiveness of these programs and adult basic education in helping students succeed. As he notes, to obtain livable incomes, most individuals need to obtain both postsecondary credentials and relatively high levels of literacy proficiency. He thus presents a series of data describing the literacy proficiency of postsecondary students across a range of less than two-year, two-year, and four-year settings, with particular attention to General Educational Development (GED) recipients pursuing postsecondary education. Among his findings, he shows that nearly one in four (22 percent) of the nation's college students seeking academic degrees lacks the literacy skills to meet the designated national benchmark for adult literacy. He provides evidence to show the importance of developmental education opportunities for students to raise their basic skill levels at the postsecondary level. He also discusses outcomes for postsecondary students across settings and notes the difficulty of adequately assessing the impact of remedial/developmental education on student outcomes. (Contains 15 notes.) [Chapter 4 in Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Health and Literacy: A Review of Medical and Public Health Literature
Author: Rudd, Rima E.
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Health Education,Educational Attainment,Public Health,Patients,Literature Reviews,Trend Analysis,Theory Practice Relationship,Medical Research,Scientific and Technical Information,Health Behavior,Barriers,Physician Patient Relationship,Change Strategies,Best Practices

In this chapter, the authors share their examination of the medical and public health literature regarding links between health and literacy and identify trends in research and practice. They note the connection between educational attainment and health, as education may influence lifestyle behaviors, problem-solving abilities and values. In addition, the authors point out how literacy has been shown to be related to patients' ability to describe their own symptoms, which can in turn, influence the care that they receive. Further, literacy has been demonstrated to directly influence patients' access to information on their rights and health care, including instructions and understanding of preventative measures and risks involved in medical procedures. (Contains 1 note.) [Chapter 5 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Perspectives on Assessment in Adult ESOL Instruction
Author: Van Duzer, Carol H.
Date: 1999-00-00
Type: Information Analyses
Subjects: Elementary Secondary Education,Standardized Tests,Adult Education,Adult Learning,Program Effectiveness,Accountability,Public Policy,English (Second Language),Adult Students,Educational Assessment,Stakeholders,Evaluation Methods,Academic Achievement,Outcomes of Education,Educational Policy,Adult Basic Education,Adult Literacy,Foreign Countries

This chapter seeks to provide the field of education for adult English speakers of other languages--at local, state, and national levels--with a timely overview of the state of assessment in adult English for Speakers of Other Languages (ESOL) programs in the United States. It also seeks to provide a brief description of assessment reform initiatives in K-12 education and in adult language education abroad that might serve as models for adult education in the United States. The authors' intent is to help program staff and state and national policymakers make informed choices about assessment measures and procedures and to foster a collaborative effort to build an accountability system that addresses the needs of each stakeholder in a more effective adult education instructional system. For the purposes of this report, the authors use the term assessment in a broad sense: to find out what learners want, know, and can do at the beginning of instruction (needs, placement, and diagnosis), throughout instruction (ongoing progress), and at the end of instruction (achievement and outcomes). The information presented is based on a literature review from the fields of language assessment and government policy, reviews of standardized tests currently being used in adult ESOL programs, and discussions with experienced adult ESOL educators. The authors explore three key issues and make recommendations based on the findings: (1) What implications do legislative requirements for performance measures have for adult ESOL programs? (2) What assessment tools and processes are available and how adequately do they meet the needs of all stakeholders? and (3) What insights can be gained from the assessment reform experience of K-12 education and adult language education abroad? Ordering Information for Selected Standardized Tests is appended. [Chapter 6 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished by Jossey-Bass, Inc.; see ED436673.]
Adult Learning and Literacy in the United Kingdom
Author: Hamilton, Mary
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Community Programs,Adult Learning,Foreign Countries,Adult Literacy,Adult Educators,Comparative Analysis,Volunteers,Educational Finance,Financial Support,Accountability,Academic Achievement,Academic Standards,Adult Basic Education,Adult Education

In this chapter the authors' primary aim is to describe the general workings of the system of adult literacy and learning as it exists in the United Kingdom today. To better illuminate that system, they take a little time delving into its past--that is, showing how it arrived at its current state of operation. A secondary aim is to compare and contrast aspects of the U.K. system with that in the United States, which has experienced shifts in practice, similar to those just described, from a patchwork of community programs relying on volunteers, diverse institutions, and varied funding streams to ever-greater moves toward national accountability, documented performance, and systematic standards. In conducting this analysis, they hope to broaden the reader's understanding of the two systems as well as their own. (Contains 16 notes.) [Chapter 7 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Using Electronic Technology in Adult Literacy Education
Author: Rosen, David J.
Date: 1999-00-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Adult Learning,Electronic Equipment,Adult Literacy,Internet,Television,Technology Uses in Education,English (Second Language),Basic Skills,Technology Integration,Electronic Mail,Video Technology,Adult Students

Students in adult literacy education, including basic and secondary education and English for speakers of other languages (ESOL), are increasingly using computers to write, find information, publish their writings, communicate by e-mail, learn basic skills, and for other purposes. In this chapter the focus is on computers, the Internet (including the World Wide Web), and, to a lesser extent, broadcast and recorded video technologies. Once separate electronic media, computers, the Internet, television, radio, and audio and video recordings are becoming an integrated, digital multimedium delivered now through the computer and soon by digital television broadcast. The capacity for an integrated and interactive electronic learning medium of hypertext, still and moving images, and sound to be delivered at high speed to home, work, or learning center anytime, almost anywhere, in real and asynchronous time, opens a new era of learning and teaching possibilities for adult literacy education. (Contains 3 notes and 17 resources.) [Chapter 8 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
Resources on the Use of Electronic Technology in Adult Literacy Education
Author: Carter, Jeff
Date: 1999-00-00
Type: Reference Materials - Bibliographies
Subjects: Adult Learning,Educational Technology,Adult Literacy,Public Agencies,Adult Students,Educational Resources,Web Sites,Internet,Adult Basic Education,Adult Education

The selections presented in this paper are intended to provide readers with a general understanding of some of the key issues and practices that bear on the implementation of educational technologies in adult literacy programs. The sources listed are not exhaustive but cover two dozen major reports, articles, and Web sites produced by the federal agencies and literacy organizations that have been most engaged with this topic recently. (Lists 17 resources and 9 online resources.) [Chapter 9 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.]
The Year 1999 in Review
Author: Speights, Dave
Date: 2001-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Learning,Program Effectiveness,Family Literacy,Adult Literacy,Adult Educators,Public Officials,Financial Support,Educational Finance,Federal Aid,Academic Achievement,Educational Assessment,Educational Legislation,Federal Legislation,Federal Programs,Adult Basic Education,Basic Skills

From the perspective of the field of adult literacy, the year 1999 is best seen not as the penultimate year of the millennium but as the year bookended by the reauthorization of the National Literacy Act in late 1998 and the National Literacy Summit of early 2000. Both of those events represent a huge milestone, and 1999 may be regarded as the time when people in the field were preoccupied by reacting to the former and preparing for the latter. The new Adult Education and Family Literacy Act, which was technically Title II of the Workforce Investment Act, mandated controversial new student performance measures for all federally funded programs and required all states to rewrite their adult education plans. The performance measures focused on job readiness rather than more holistic concerns, a fact that continues to outrage many people in the field. Given this context, the National Literacy Summit, planned for years as a means to develop a consensus about how best to move the field forward, also came to be regarded as an opportunity for adult educators to respond to Washington and tell the politicians and bureaucrats how to get it right. It remains to be seen if the powers that be will heed the manifesto. There were also a number of relatively routine but nevertheless significant developments in 1999, and that is where this overview begins. Federal funding for adult literacy-related programs is covered first, then developments in policy, then research activities, and, finally, events such as the National Literacy Summit and the Summit on Twenty-First Century Skills for Twenty-First Century Jobs hosted by Vice President Al Gore. (Contains 1 note.) [Chapter 1 in: Annual Review of Adult Learning and Literacy. Volume 2; copublished with Jossey-Bass, Inc.; see ED457341.]