ethanporcaro/eric-fulltext-meta huggingface dataset:
VET Student Outcomes 2019. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Outcomes of Education,Graduates,Student Satisfaction,Vocational Schools,Secondary School Students,Dropouts,Academic Persistence,Apprenticeships,Postsecondary Education,Employment Level,Income,Individual Characteristics,Occupations,Institutional Characteristics,Geographic Location,Financial Support,Educational Certificates,Academic Degrees,Intellectual Disciplines,Job Training,Employment Qualifications,Job Skills

This publication presents information on the outcomes of students who completed their vocational education and training (VET) in Australia during 2018. The figures are derived from the National Student Outcomes Survey, which is an annual survey of students who were awarded a qualification (graduates), or who completed at least one subject and left the VET system without obtaining a qualification (subject completers). Summary information is presented on students' reason for training, employment outcomes, satisfaction with training and further study outcomes. Data on the main reason for not continuing with the training are available for subject completers. Highlights related to graduates in 2019 include: 65.8 per cent had an improved employment status after training; 66.7 per cent were employed before training and of these, 18.0 per cent were employed at a higher skill level after training, up 1.5 percentage points from 2018; 33.3 per cent were not employed before training and of these, 46.8 per cent were employed after training, down 1.6 percentage points from 2018; and 88.1 per cent were satisfied with the overall quality of training, up 1.3 percentage points from 2018. Highlights related to subject completers in 2019 include: 63.3 per cent had an improved employment status after training; 81.0 per cent were employed before training and of these, 8.6 per cent were employed at a higher skill level after training, similar to 2018; 19.0 per cent were not employed before training and of these, 45.2 per cent were employed after training, down 2.3 percentage points from 2018; and 91.4 per cent were satisfied with the overall quality of training, up 1.0 percentage points from 2018. [For the 2018 report, see ED591827.]
Building Cultural Bridges through Social Media Networks: A Case Study
Author: Al-Jarf, Reima
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Social Networks,Videoconferencing,Computer Simulation,Field Trips,High School Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Cultural Awareness,Teacher Student Relationship,International Educational Exchange,Vocabulary Development,Grammar,Pronunciation,Cultural Education,Intercultural Communication,Language Skills,Native Speakers,Computer Mediated Communication,High School Students

An English teacher uses Skype to connect his high school students in an Indian village with international teachers to help them interact and converse with them in English. Each international teacher interacts with the students in English once for 40 minutes. The teacher does that daily, and each day an international guest teacher is from a different country. The aims of this study are to report the effects of this kind of intercultural exchange on students' English language skill development and cultural and global awareness. Results showed many benefits for the students: Listening and speaking skill enhancement, getting used to different native and non-native accents, improved pronunciation, and learning new vocabulary and grammatical structures. The students also learn names of countries, their location, flags, currency, cities, people, and exchange information and pictures about the local and target cultures. They learn about the foreign country's educational system, history, antiquities, food, art, traditions, and costumes. They are taken on virtual field trips to some historical places and museums. They learn about natural phenomena such as the northern lights. Sometimes they receive books, T-shirts and pens as gifts from foreign teachers. Shortcomings of such intercultural exchange and suggestions for improvement are given.
English Learners and Homelessness
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Homeless People,Enrollment,Kindergarten,Elementary School Students,Secondary School Students,School Districts,Public Schools,Federal Legislation

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners and homelessness include: (1) Percentage of Enrolled Homeless Students Who Are English Learners: 2016-17 School Year; (2) Percentage of Students Who Experienced Homelessness by English Learner Status: SY 2014-15 to SY 2016-17; and (3) Homelessness Among K-12 Students, by Public School District Locale: SY 2015-16.
English Learners: College and Career Readiness
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Career Readiness,College Readiness,College Entrance Examinations,High School Students,Student Participation,Trend Analysis,Educational Trends,Tests,Advanced Placement Programs

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on College and Career Readiness of English learners include: (1) Percentage Distribution of High School Students Participating in the SAT or ACT Exams by English Learner Status: 2015-16 School Year; and (2) Percentages of High School English Learners Participating in Advanced Placement Courses and Advanced Placement Exams in SY 2015-16.
Teaching &amp; Learning with Medical Animations &amp; Videos
Author: Al-Jarf, Reima
Date: 2017-12-00
Type: Journal Articles
Subjects: Animation,Video Technology,Medical Education,Vocabulary Development,English for Special Purposes,Second Language Learning,Instructional Effectiveness,College Students,Content and Language Integrated Learning,Language of Instruction

Many students, enrolled in colleges and universities that use English as a medium of instruction, have difficulty understanding lectures in specialized courses delivered in English such as medicine, dentistry, pharmacy, biology, biochemistry, anatomy, physiology and others. They also have difficulties reading specialized texts and learning specialized terminology. The article shows how supplementary online medical animations &amp; videos can be integrated in healthcare courses to enhance students' listening, speaking, reading, writing and vocabulary skills; the advantages of integrating medical online animations and videos; a sample of online medical animations and videos; stages of teaching and learning; examples of activities that use animations and videos to develop listening, speaking, reading, writing skills and medical terminology knowledge; and teacher's role.
A Model for Enhancing EFL Freshman Students&apos; Vocabulary with Mind-Mapping Software
Author: Al-Jarf, Reima
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,College Freshmen,Late Adolescents,Translation,Concept Mapping,Courseware,Instructional Effectiveness,Pronunciation,Females,Foreign Countries

Results of a vocabulary pretest showed that students majoring in translation had several weaknesses such as: poor vocabulary knowledge, faulty pronunciation, inability to connect the pronunciation with the written form, relating words to their part of speech, poor spelling, and inability to categorize words into groups sharing the same semantic feature and others. This article shows EFL (English as a foreign language) instructors how mind-mapping software can be used to help students learn vocabulary effectively. Instruction with the mind-mapping software goes through six stages: orientation, presentation and modelling, guided practice, independent practice, extension activities, and assessment with examples of vocabulary mind-maps. Comparisons of vocabulary pre and posttest scores of students who used vocabulary mind-maps and those who did not, showed significant differences in vocabulary acquisition as revealed by the posttest. Students who used vocabulary mind-maps made higher gains in vocabulary acquisition and more accuracy in vocabulary knowledge.
English Learners Identified and Served in State-Administered Title III Programs
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Identification,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Participation

After defining and describing the purposes of state-administered Title III, Part A programs, this two-page fact sheet provides the following data for the 2015-16 school year: (1) national percentages of English learners identified and participating in Title III-supported language instruction educational programs; (2) percentages of identified English learners participating in Title III-supported programs by state; and (3) English learners identified and participating in Title III-supported programs in five states (California, Texas, Florida, New York, and Illinois) with the highest English learner populations.
English Learner Population by Local Educational Agency
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: English Language Learners,School Districts,Enrollment Trends,Trend Analysis,Elementary Secondary Education,Kindergarten

Through the National Center for Education Statistics (NCES) Common Core of Data (CCD), the U.S. Department of Education disseminates data on local educational agencies (LEAs), commonly known as school districts. During the school year (SY) 2018-19, the CCD recorded 13,711 LEAs with English learners (ELs) enrolled. This fact sheet looks more closely at how ELs represent a percentage of total student enrollment.
Educational Staff Working with English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: School Personnel,English Language Learners,Teacher Certification,Educational Legislation,Elementary Secondary Education,Federal Legislation

The Consolidated State Performance Report (CSPR) is a required annual data collection instrument administered by the U.S. Department of Education's Office of Elementary and Secondary Education. This required survey is submitted by each state, the District of Columbia, and Puerto Rico. Part I of the CSPR, which collects data related to the five Elementary and Secondary Education Act (ESEA) goals, directs states to &quot;report the number of teachers who are working in Title III language instruction educational programs [LIEPS] . . . even if they are not paid with Title III funds.&quot; This fact sheet looks at CSPR data related to teachers in LIEPS in districts that receive Title III funds.
English Learners in Career and Technical Education
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Vocational Education,Secondary Education,Postsecondary Education,Adult Education

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Percent Enrollment in Career and Technical Education Programs by Education Type and by Student Group and Subgroup: School Year 2017-18; (2) Percentage Distribution of Public High School Graduates Who Earned Credits in Career and Technical Education Courses, by Whether or not English Was a Student's First Language: 2013; and (3) Percent of Secondary Career and Technical Education Participants Who Were English Learners by State: School Year 2017-18.
English Learners in Gifted and Talented Programs
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: English Language Learners,Gifted Education,Elementary Secondary Education,Enrollment

The Civil Rights Data Collection (CRDC) is a biennial survey required by the U.S. Department of Education's Office of Civil Rights since 1968. This survey collects data on key education and civil rights issues in our nation's public schools. Most student data are disaggregated by race/ethnicity, sex, English learner (EL) status, and disability status. The CRDC defines gifted and talented programs as those conducted during regular school hours that provide specialized educational opportunities, including accelerated promotion and an enriched curriculum, for students who demonstrate a high degree of mental ability and/or exceptional physical coordination, creativity, interest, or talent. This fact sheet looks at CRDC data related to ELs and non-ELs' enrollment in gifted and talented programs across the nation during the 2017-18 school year.
English Learners Who Speak Spanish as a Home Language
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: English Language Learners,Language Usage,Elementary Secondary Education,Spanish,Family Environment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) Most Common Home Languages and Language Categories Spoken by English Learner Students in Grades K-12: 2017-18 School Year; (2) Number of Reported English Learner Students Who Speak Spanish as a Home Language: 2009-10 School Year through Fall 2017-18; (3) Ten States with the Highest Numbers of English Learner Students Who Speak Spanish as a Home Language: 2017-18 School Year; and (4) Percentages of English Learner Students Who Speak Spanish as a Home Language in 50 U.S. States and Washington DC: 2017-18 School Year.
Current Term Enrollment Estimates: Spring 2021
Author: National Student Clearinghouse Research Center
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Postsecondary Education,Enrollment Rate,Enrollment Trends,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools,Age Groups,Gender Differences,Institutional Characteristics,Undergraduate Students,Associate Degrees,Bachelors Degrees,Graduate Students,Part Time Students,Full Time Students,Majors (Students)

The &quot;Current Term Enrollment Estimates Report&quot; series is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Starting in fall 2020, state-level enrollment data are also shown by institution sector. As with the previous reports, the &quot;Spring 2021 CTEE&quot; provides estimated postsecondary enrollment numbers based on the Clearinghouse universe of institutions, after accounting for data coverage rates. For spring 2021, overall postsecondary enrollment dropped by 3.5 percent, or 603,000 students. This one-year decline is seven times larger than the rate of decline reported in spring 2020 (-0.5%). Undergraduate students accounted for all of the decline, dropping 4.9 percent, or over 727,000 students, from spring 2020. In contrast, graduate enrollment jumped by 4.6 percent or more than 124,000 students over the same period. [For &quot;Current Term Enrollment Estimates: Spring 2020,&quot; see ED609890.]
Profile of English Learners in the United States
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Profiles,Student Characteristics,English Language Learners,Kindergarten,Elementary Secondary Education,Language Proficiency,Language Tests,Second Language Programs,English (Second Language),Second Language Learning,Second Language Instruction,Mathematics Tests,Reading Tests,Language Arts,Science Tests,Enrollment Trends

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet provides the following data on ELs in the United States over the 2017-2018 school year: (1) Percentage of Students Enrolled in K-12 Who Are English Learners; (2) English Language Proficiency Assessment Results for English Learners in Title III-Supported Language Instruction Educational Programs; and (3) Student Proficiency Rate on State Mathematics, Reading/Language Arts, and Science Assessments.
Mobile Apps in the EFL College Classroom
Author: Al-Jarf, Reima
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,English (Second Language),Second Language Learning,College Students,Electronic Learning,Foreign Countries,Technology Uses in Education,Technology Integration

The article shows the advantages of using mobile Apps in language learning, types of language learning Apps, how to search for language Apps, criteria for selecting mobile language Apps, instructional stages with mobile Apps, the instructor's role and some implications for teaching and learning with mobile Apps.
A Planning Guide for Aligning Career and Technical Education (CTE) and Apprenticeship Programs
Author: Denney, Audrey
Date: 2017-11-00
Type: Guides - General
Subjects: Vocational Education,Apprenticeships,Alignment (Education),High Schools,Educational Planning,Partnerships in Education,Program Design,Program Implementation,Readiness

High school career and technical education (CTE) and apprenticeship programs share a common goal. Both programs seek to equip students with the academic, technical, and employability skills necessary to succeed in high-demand careers. The goal of the &quot;Potential Role of Secondary CTE Programs in Preparing Students for Apprenticeship Programs&quot; initiative, launched by the Office of Career, Technical, and Adult Education, U.S. Department of Education, is to explore how CTE providers across the United States are working to connect secondary students with apprenticeship programs. This effort included site visits to eight programs that have aligned CTE instruction and provided students with articulation options to apprenticeship programs. Site visit profiles and a synthesis of results can be found in the study report, and are integrated throughout this guide to illustrate the different approaches programs can take to connect CTE with apprenticeships to expand high school students' career training options. This planning guide is designed as an interactive tool for initiating or expanding the alignment between existing CTE and apprenticeship programs. It provides a blueprint for state, regional, and local administrators leading efforts to transform CTE and apprenticeship linkages across a state or community. Tools and templates are built to be customizable, allowing users to adjust each resource to fit their unique needs. [Kate Blosveren Kreamer, Andrea Zimmerman, Charlotte Cahill, Amy Girardi, Laura Rasmussen Foster, and Steve Klein contributed to this report. Advance Career and Technical Education and Vivayic, Inc. were subcontracting companies that helped produce this report.]
Reentry Education Model Implementation Study: Promoting Reentry Success through Continuity of Educational Opportunities
Author: Erisman, Wendy
Date: 2015-06-00
Type: Reports - Research
Subjects: Correctional Education,Demonstration Programs,Community Education,Adult Education,Vocational Education,Postsecondary Education,Education Service Centers,Technical Institutes,Community Colleges,Program Design,Partnerships in Education,Career Pathways,Student Recruitment,School Holding Power,Evidence Based Practice,Transitional Programs,Correctional Institutions

In 2012, the U.S. Department of Education's Office of Career, Technical, and Adult Education (OCTAE) released its Reentry Education Model, an evidence-based effort &quot;to bridge the gap between prison and community-based education and training programs.&quot; The model focuses on establishing a strong program infrastructure, strengthening and aligning correctional and reentry education services, and integrating education into the correctional system. Three demonstration projects -- two education providers working with county jails and another working with state prisons -- were selected through a competitive process and received grant funding to help implement the model beginning in March 2013. This report uses observations from the first full year of the Promoting Reentry Success Through Continuity of Educational Opportunities (PRSCEO) demonstration projects to tell the story of each site's implementation of the Reentry Education Model and to look across the three sites to identify the model's strengths and limitations. Following brief descriptions of the three demonstration projects, the report examines target audiences for the model, identifying key differences noted at the demonstration site working with state prisons versus the two working with county jails. Using the structure of the original model, the report then addresses the experiences of the demonstration sites under the broad categories of program infrastructure, education services, and intake and prerelease processes. Within each section, a discussion ensues about the ways in which the model can be revised to reflect the lessons learned at each of the PRSCEO demonstration sites during implementation of their projects.
Integrating Participation Goals in Writing Activities for EFL College Students
Author: Al-Jarf, Reima
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Participation,Undergraduate Students,Goal Orientation,Writing Skills,Writing Instruction,Brainstorming,Problem Based Learning,Social Problems,Current Events,Relevance (Education),English (Second Language),Second Language Learning,Instructional Effectiveness,Writing Assignments,Foreign Countries

Many EFL students have difficulty generating ideas for writing topics. Writing instructors tend to select topics that are too abstract, repetitive, uninteresting, vague, too broad or unfamiliar. To help students generate ideas for writing topics, the present study suggests the integration of participation goals in writing instruction. Participation goals are those that require the students' involvement in social and civic issues. Writing teachers can select topics related to local and global social, educational, health, political and/or technological issues with which the students are familiar and to which they can relate. The students can describe a problem, its causes and suggest solutions to it. The integration of participation goals proved to be effective in developing college students' writing skills.