ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Homestead Exemptions for Seniors and Disabled People on School Districts
Author: Combs, Alex E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Taxes,Older Adults,Disabilities,Educational Finance,Rural Schools,Expenditures,Academic Achievement,Educational Equity (Finance),School Districts,Elementary Secondary Education

Homestead exemptions for senior and disabled homeowners disproportionally erode rural tax bases but may still stimulate local educational spending. This article examines one such exemption in Kentucky. Two-stage generalized method of moments is used to estimate the demand for local education spending, then spending in the absence of the exemption is simulated to estimate effects on school district expenditure and academic performance. We combine Census and National Center of Education Statistics data with detailed exemption and academic performance data from Kentucky's Departments of Revenue and Education into a panel spanning 1999-2013. Results suggest the exemption provides relatively generous tax relief without increasing resource and academic achievement gaps between rural and nonrural districts. This is largely attributable to Kentucky's strong school finance equalization effort. Our findings can help states with a similarly targeted exemption consider such impacts in relation to their own demography and funding systems.
The Additional Cost of Operating Rural Schools: Evidence from Vermont
Author: Kolbe, Tammy
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Finance,Operating Expenses,Rural Schools,State Policy,Financial Policy,Evidence Based Practice,School Size,School Location,Elementary Secondary Education,Expenditure per Student,Cost Effectiveness,Educational Equity (Finance)

State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely populated areas. The study's findings clarify that school size and location are relevant, but distinct, cost factors that should be accounted for state school finance policies. Additionally, the study provides a model for how other states might leverage administrative data and apply education cost modeling to estimate cost differences for rural schools that can be used to inform state school finance policy.
Inconsistencies in English Learner Identification: An Inventory of How Home Language Surveys across U.S. States Screen Multilingual Students
Author: Salerno, April S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multilingualism,English Language Learners,English (Second Language),Parent Surveys,Parent Attitudes,Family Environment,Second Language Learning,Bilingualism,Language Dominance,Native Language,Identification,Immigrants,Immigration,Student Characteristics,State Departments of Education,Screening Tests,Language Tests

Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English as a Second Language (ESL) services. Parents/guardians are asked to complete the surveys when enrolling a student into a school. We collected surveys from the 50 states and the District of Columbia. We completed them as if we were the parent/guardian of six use-case students. Research questions were (1) How do HLS vary from state to state, if at all? What kinds of questions do they ask? (2) How do HLS across the 50 states and the District of Columbia identify, or not, six fictitious students for further ESL screening? We found that states and U.S. Department of Education-approved HLS questions identified students differently due to unclear questions, such as asking bilingual families to name one dominant language. We recommend additional validation measures be taken with survey questions.
Studying Undergraduate Course Consideration at Scale
Author: Chaturapruek, Sorathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Curriculum,Elective Courses,Course Selection (Students),Majors (Students),Enrollment,Decision Making,Predictor Variables

Elective curriculums require undergraduates to choose from a large roster of courses for enrollment each term. It has proven difficult to characterize this fateful choice process because it remains largely unobserved. Using digital trace data to observe this process at scale at a private research university, together with qualitative student interviews, we provide a novel empirical study of course consideration as an important component of course selection. Clickstream logs from a course exploration platform used by most undergraduates at the case university reveal that students consider on average nine courses for enrollment for their first fall term (&lt;2% of available courses) and these courses predict which academic major students declare two years later. Twenty-nine interviews confirm that students experience consideration as complex and reveal variation in consideration strategies that may influence how consideration unfolds. Consideration presents a promising site for intervention in problems of equity, career funneling, and college completion.
Associations between Online Instruction in Lateral Reading Strategies and Fact-Checking COVID-19 News among College Students
Author: Brodsky, Jessica E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Online Courses,Reading Strategies,COVID-19,Pandemics,College Students,Civics,Audits (Verification),Information Literacy,Educational Technology,Technology Uses in Education,Encyclopedias,Collaborative Writing,Electronic Publishing,Media Literacy,Homework

College students, and adults in general, may find it hard to identify trustworthy information amid the proliferation of false news and misinformation about the COVID-19 pandemic. In Fall 2020, college students (N = 221) in an online general education civics course were taught through asynchronous assignments how to use lateral reading strategies to fact-check online information. Students improved from pretest to posttest in the use of lateral reading to fact-check information; lateral reading was predicted by the number of assignments completed and students' reading comprehension test scores. Students reported greater use, endorsement, and knowledge of Wikipedia at posttest, aligning with the curriculum's emphasis on using Wikipedia to investigate information sources. Students also reported increased confidence in their ability to fact-check COVID-19 news. While confidence was related to perceived helpfulness of the assignments, it was only weakly associated with lateral reading. Findings support the effectiveness of the online curriculum for improving fact-checking.
Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children&apos;s Literacy and Math Skills
Author: Kim, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Meta Analysis,Measures (Individuals),Educational Technology,Handheld Devices,Preschool Children,Elementary School Students,Grade 1,Grade 2,Grade 3,Preschool Education,Literacy,Mathematics Skills,Effect Size,Academic Achievement,Instructional Effectiveness,Kindergarten

Thousands of educational apps are available to students, teachers, and parents, yet research on their effectiveness is limited. This meta-analysis synthesized findings from 36 intervention studies and 285 effect sizes evaluating the effectiveness of educational apps for preschool to Grade 3 children and the moderating role of methodological, participant, and intervention characteristics. Using random effects meta-regression with robust variance estimation, we summarized the overall impact of educational apps and examined potential moderator effects. First, results from rigorous experimental and quasi-experimental studies yielded a mean weighted effect size of +0.31 standard deviations on overall achievement and comparable effects in both math and literacy. Second, the positive overall effect masks substantial variability in app effectiveness, as meta-regression analyses revealed three significant moderators of treatment effects. Treatment effects were larger for studies involving preschool rather than K-3 students, for studies using researcher-developed rather than standardized outcomes, and for studies measuring constrained rather than unconstrained skills.
An Ethnomethodological Study of Abductive Reasoning While Tinkering
Author: Kim, ChanMin
Date: 2021-00-00
Type: Journal Articles
Subjects: Abstract Reasoning,Logical Thinking,Problem Solving,Inferences,Early Childhood Education,Early Childhood Teachers,Preservice Teachers,Preservice Teacher Education,Robotics,Programming,Troubleshooting

Tinkering is often viewed as arbitrary practice that should be avoided. However, tinkering can be performed as part of a sound reasoning process. In this ethnomethodological study, we investigated tinkering as a reasoning process that construes logical inferences. This is a new asset-based approach that can be applied in computer science education. We analyzed artifact-based interviews, video observations, reflections, and scaffolding entries from three pairs of early childhood teacher candidates to document how they engaged in reasoning while tinkering. Abductive reasoning observed during tinkering is discussed in detail.
Remote Learning, COVID-19, and Children with Disabilities
Author: Averett, Kate Henley
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Students with Disabilities,Parent Attitudes,Student Needs,Barriers,Distance Education,Online Courses,Access to Education,At Risk Students,Public Education,Coping,Elementary Secondary Education,Educational Technology,Federal Legislation,Educational Legislation,Equal Education

While the COVID-19 pandemic affected the education of nearly all schoolchildren worldwide, pandemic-related school closures did not affect all children in equal ways. Between March and August, 2020, I interviewed 31 parents of children with disabilities as part of a larger interview study of U.S. parents of children in grades K-12. In this article, I analyze these parents' narratives about their families' experiences of pandemic-related remote learning to identify the particular challenges children with disabilities and their families faced with remote learning. I find that most, but not all, families struggled with remote learning, both when children's specific needs while learning at home differed from their needs at school, and when schools failed to provide adequate accommodations and services remotely. These narratives demonstrate how children with disabilities are particularly vulnerable to the type of large-scale systemic shock to U.S. public education that the pandemic has presented.
Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills
Author: Alshaiji, Hanoof Khalid
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Curriculum Development,Social Change,Critical Thinking,Instructional Materials,Foreign Countries,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Design,Language Teachers,21st Century Skills,Lesson Plans,Cognitive Ability,Taxonomy,Higher Education

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom's taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students' lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development.
A Study of Communicative Strategies of Thai and Filipino Teachers of English
Author: Nawamawat, Peerapimol
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Recall (Psychology),Communication Strategies,Intercultural Communication,Foreign Countries,Teaching Methods,Cooperative Learning,Comparative Education,Cross Cultural Studies,Nonverbal Communication,Persuasive Discourse,Code Switching (Language),Elementary School Teachers,Error Correction,Teacher Attitudes

There are many non-native English language teachers communicating with each other on a daily basis in English. The communicative strategies of non-native English language teachers can be easily identified. This study investigated the communicative strategies used by Thai and Filipino teachers. This research focused on the teacher's interaction, the framework of communicative strategies of ASEAN English as a Lingua Franca (ELF) speaker, and the lack of studies in communicative strategies. In addition, the study aimed to investigate the significant relationship and communicative strategies between intercultural teaching personnel. The population sample consisted of Thai and Filipinos teachers who provide classroom instruction in English. The research tools used to collect data included a questionnaire, observations during two pair speaking tasks, and a Jigsaw task. A stimulated recall interview was performed after the tasks. All conversations and interactions were recorded and then transcribed. The results revealed that as listeners, &quot;Listen to the message&quot; was ranked the highest among the communicative strategies used by both the Thai and Filipino teachers. &quot;Non-verbal language&quot; was ranked the highest for the Thai teachers; while, &quot;Persuasion&quot; was most frequently used by the Filipino teachers. A Chi-square test showed that there was a statistically significant relationship between communicative strategies used by the Thai and Filipino teachers. Based on the findings of the study, communicative strategies identified in this study should be incorporated into English curriculums and English language teaching in Thailand. Educators, teachers, and non-native English learners should adopt these communicative strategies to promote mutual understandings in the ELF context.
Investigation into Motivation Types of Saudi and Chines EFL Learners and Gender Role Differences
Author: Alqahtani, Asma
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Learning Motivation,Sex Role,Student Attitudes,Foreign Students,Foreign Countries,Gender Differences,Correlation,Comparative Analysis,Graduate Students,Undergraduate Students,Student Motivation

This study investigates motivation types of Saudi and Chines EFL learners and gender role differences. I selected these two groups because they constituted the most dominant groups that study English abroad. The descriptive and correlational approaches were used to examine the participants' motivation by collecting the data through questionnaire and interviews. Twenty-five Saudi and Chinese college level English language students were selected as samples for collecting data for answering the research questions. The findings showed that both groups have extrinsic and intrinsic motivation as well integrative and instrumental motivation. The Chinese group's intrinsic motivation is stronger than the extrinsic motivation.
Chinese EFL University Students&apos; Self-Reported Use of Vocabulary Learning Strategies
Author: Fu, Sijing
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Memorization,Rote Learning,Metacognition,Vocabulary Development,Learning Strategies,Bilingualism,Dictionaries,Teaching Methods,Foreign Countries,Majors (Students),Undergraduate Students,Cultural Influences,Chinese,Native Language

This study conducted the semi-structured interview to investigate the types of vocabulary learning strategies (VLSs) Chinese English major university students employed and the factors for their VLS use. Chinese EFL learners frequently employed determination and cognitive strategies. They mainly used the mechanical strategies and focused on English words' meanings based on Chinese equivalents. They preferred bilingual dictionaries, repetition, and memorization of fixed examples involving news words. They used metacognitive and memory strategies less frequently. This study proposed that Chinese EFL students' rote memorization of English vocabulary was due to Chinese culture of learning, which values knowledge authority, consolidation and foundation, and also effort and perseverance. Additionally, the less L2 English immersion including L1 Chinese environment and non-communicative EFL environment also leads to Chinese EFL students' VLSs use. Therefore, it is suggested that students be encouraged to use more memory strategies and metacognitive strategies. English teachers should provide students with strategy instructions and guide students to learn vocabulary through different types of VLSs in classes. After class, students could be encouraged to learn vocabulary incidentally through both intensive and extensive reading.
Exploring Secondary School EFL Teachers&apos; Assessment Literacy in Practice: A Case Study in China
Author: Chen, Yuanyuan
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Language Teachers,Second Language Instruction,English (Second Language),Assessment Literacy,Student Evaluation,Foreign Countries,Teacher Attitudes,Faculty Development

Assessment literacy (AL) has emerged as an important research field during the past decade, yet it remains a great challenge for secondary school EFL teachers in China to appropriately enact their assessment literacy. Due attention needs to be paid to research upon teachers' conceptions of assessment (CoA) and assessment practice. Based upon a semester's observation of the English classes in a secondary school in China, weekly meetings on English teaching and research, a focus group interview, individual interviews, documents such as the participants' lesson plans and reflective journals, this qualitative study aims at exploring: (1) what are the conceptions of assessment of the participating secondary EFL teachers? (2) what is the teachers' assessment literacy in practice (TALiP)? (3) How could their assessment literacy be enhanced? Self-reported findings show that the EFL teachers have a wide scope of conceptions of assessment and individual variations in their assessment practices. The former range from knowledge of assessment purposes and criteria to regarding assessment as learning (AaL), and the latter from giving instant feedback of nodding or simple comments to practicing assessment for learning (AfL) in classroom teaching. Findings from observation also reveal that when tempting AaL, the participants could generally achieve AfL to some extent. Implications for further teacher professional development are discussed concerning how to enhance assessment literacy mentoring in internship and in-service training.
&quot;Please Let Me Use Google Translate&quot;: Thai EFL Students&apos; Behavior and Attitudes toward Google Translate Use in English Writing
Author: Chompurach, Wichuta
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Technology Integration,Translation,Computational Linguistics,Error Correction,Behavior Patterns,Undergraduate Students,Negative Attitudes,Editing,Writing Skills,Writing Assignments,Thai,Foreign Countries

The present study aims to investigate how Thai EFL university students use Google Translate (GT) in English writing, how they post-edit (PE) its outputs, and how they view GT use in English writing. The participants were 15 third-year non-English major students from three universities in Thailand. The data collection tools were an interview and two writing assignments. After the data analysis, the findings revealed the students' behavior of GT use and their output PE as well as their attitudes toward GT use in English writing. The results reported the students always used GT in completing writing tasks at both sentence and paragraph levels, and most students did PE the outputs before applying them. However, a few students used the outputs with no PE because they trusted in GT more than they did in themselves. Regarding the PE level, the students intended to address lexical and syntax errors, so their correcting covered the light level. The results also revealed mixed messages in their attitudes toward GT use in English writing. Most students viewed GT as a helpful, reliable assistant enhancing their writing quality, but some raw GT outputs of phrases, idioms, long sentences, and paragraphs were found incomprehensible. Also, the students acquired some bad habits from using GT. However, most students disagreed with not being allowed to use GT in English writing. The study recommended language teachers to provide Thai EFL students adequate instructions for the effective use of GT and its output PE.
How Impoliteness Is Portrayed in a School Context: &quot;The Marva Collins&quot; as a Case Study
Author: Kadhum, Mariam Fouad
Date: 2021-09-00
Type: Journal Articles
Subjects: Pragmatics,Case Studies,Interpersonal Competence,Models,Verbal Communication,Nonverbal Communication,Films,Discourse Analysis,Teacher Student Relationship,Teacher Administrator Relationship

The present study attempts to examine verbal/nonverbal impoliteness in the classroom interaction and outside it in one of the movies, namely, &quot;The Marva Collins.&quot; Impoliteness, which is significantly studied within pragmatics, is a negative attitude towards particular behaviors. It always presumes to have emotional concerns for at least one participant who has caused it. This study is an attempt to examine verbal/nonverbal impoliteness in &quot;The Marva Collins&quot; movie. The study aims to investigate the different types of impoliteness strategies used in the four selected scenes and find out whether the speaker's status has anything to do with the types of impoliteness. Besides, the functions performed are also examined by following a qualitative method of research. To achieve the aim of the study, the researchers adopt Culpeper's model of impoliteness (1996, 2005). The study has concluded that positive impoliteness is the most dominant type of impoliteness, followed by withholding politeness. Moreover, the characters in &quot;The Marva Collins&quot; mostly employ affective impoliteness rather than the other functions of impoliteness. It is indicated to let the speaker imply the duty of the hearer to produce a negative emotional state. As a final point, Culpeper is the workable model used in analysing the data of this study.