ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating an Assessments Library
Author: Duncan, Greg
Date: 2006-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Consortia,Core Curriculum,State Standards,Web Sites,Scoring Rubrics,Academic Achievement,Language Teachers,Guidelines,Databases,Language Proficiency,Student Evaluation,Evaluation Methods

This article presents the steps taken over three years (2003-2006) by the Consortium for Assessing Performance Standards, a New Jersey Grant Project to create a database of thematically organized, integrated performance assessment tasks at the benchmark levels of proficiency, novice-mid, intermediate-low and pre-advanced as defined by the ACTFL Performance Guidelines for K-12 Learners. The assessment tasks are available to world language teachers in the state of New Jersey and nationwide to measure achievement of the New Jersey Core Curriculum Content Standards for World Languages or the national Standards for Foreign Language Learning in the 21st Century. The library is available at www.flenj.org. Clicking on &quot;Consortium for Assessing Performance Standards&quot; at this web site provides access to 70 assessment tasks, rubrics and samples of student work for some of the tasks.
Perception of &quot;English&quot; and Motivation in Learning English
Author: Sahin, Mehmet
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Language Attitudes,Learning Motivation,English (Second Language),Qualitative Research,Language Usage,Figurative Language,Focus Groups,Data Collection,Data Analysis,Coding,Validity,Reliability,Statistical Analysis,Interviews,Questionnaires

This study aims to present high school students' perception of &quot;English&quot; through the impressions and images and the effect of these perceptions on their motivation in learning English. This qualitative study is based on the data about students' metaphors and the focus group interview to determine their effect on the students' motivation. The research group for metaphors consists of 128 high school students from four different grades. 79 metaphors were collected and grouped under 12 categories. In addition, two different focus group interviews are held with 7 students having negative and positive perspectives to determine the effect of these perceptions on students' motivation in learning English. According to the analysis of the data from focus group interviews, students mostly perceive &quot;English&quot; as a target language to learn rather than a foreign language, spoken by a definite society or belonging to a culture. The results of metaphor study also indicate that the students regarding &quot;English&quot; positively tend to have a higher participation and motivation in comparison to the students having negative perceptions.
Racial Differences in Mathematics Test Scores for Advanced Mathematics Students
Author: Minor, Elizabeth Covay
Date: 2016-00-00
Type: Journal Articles
Subjects: Racial Differences,Mathematics Tests,Scores,Mathematics Achievement,Achievement Gap,Advanced Students,Advanced Courses,African American Students,White Students,Mathematics Skills,Calculus,Trigonometry,High School Students,Longitudinal Studies,Item Response Theory,Probability,Least Squares Statistics,Regression (Statistics)

Research on achievement gaps has found that achievement gaps are larger for students who take advanced mathematics courses compared to students who do not. Focusing on the advanced mathematics student achievement gap, this study found that African American advanced mathematics students have significantly lower test scores and are less likely to be proficient at all mathematics skill subdomains compared to White advanced mathematics students. Interestingly, African American students who take calculus as their highest level of mathematics in high school have similar achievement levels as White advanced mathematics students who have trigonometry/ pre-calculus as their highest level of mathematics in high school.
Advocacy Feature: School Cut Back on Foreign Language Classes--Emphasis Shifts to ABC Tests
Author: Silberman, Todd
Date: 2004-00-00
Type: Journal Articles
Subjects: Advocacy,Retrenchment,Second Language Instruction,Educational Change,Educational Legislation,Federal Legislation,Accountability,Elementary Secondary Education,Educational Benefits,Academic Standards,State Standards

In a state (North Carolina, 2006) that once pushed foreign language lessons as early as kindergarten, there has been a steady curtailing of instruction in second languages to devote more time and effort to basic reading and math instruction in English, two subjects heavily tested under the state's ABCs and federal No Child Left Behind accountability rules. Schools are converting teaching positions earmarked for foreign languages to extra reading teachers, technology specialists, and instructors for students learning English as a second language. The impact is that this loss reduces the ability of young students to become fluent in a second language. As districts push second language learning to middle schools and high schools, advocates point out that little prior instruction leaves students unprepared to communicate and compete in the world. Students who start early are more likely to develop fluency and better pronunciation, as young children's minds are like a sponge, and can pick up things much easier. [Reprinted with permission of &quot;The News &amp; Observer&quot; of Raleigh, North Carolina, Feb 23, 2004.]
Working Together for Transition in Texas
Author: Johnson, Theresa
Date: 2016-00-00
Type: Journal Articles
Subjects: Transitional Programs,Deafness,Hearing Impairments,High School Students,Institutional Cooperation,Stakeholders,Teamwork,Career Readiness,College Readiness

When Texas state budgets resulted in a loss of direct funding for the transition of deaf and hard of hearing students', collaboration efforts for assisting these students became critical. Theresa Johnson, MEd, outreach specialist at the Educational Resource Center on Deafness in Austin, and John A. Serrano, MA, director of Academic Affairs at the Texas School for the Deaf (TSD), describe the efforts that went into forming a collaboration of parents and professionals concerned with deaf and hard of hearing students. Representatives from regional day programs, the school for the deaf, deaf and hard of hearing consumers, higher education deaf and hard of hearing services, and others formed a statewide transition committee. This committee began to try to address the transition needs for deaf and hard of hearing students throughout the state with help from Pepnet 2 (a national collaboration of four regional postsecondary education centers in the United States, for individuals who are deaf, and hard of hearing). The first of five summits, the Transition Summit, was held in Austin, Texas, in January 2013. A new website design with a Spanish component and survey questions was sent to parents, teachers, vocational rehabilitation staff, administrators, higher education professionals, community representatives, and service providers who are concerned with the transition of Texas students who are deaf or hard of hearing. Through this process, stakeholders began to know each other and understand the role each person plays in the big picture of transition for deaf and hard of hearing students in Texas. Collaboration was and remains strong and meaningful in assisting deaf and hard of hearing students transition more effectively from school to the workplace or to postsecondary education or training.
A State Reports: Collaborating to Reach a Summit
Author: Held, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Transitional Programs,Planning,Teamwork,Conferences (Gatherings),Legislation,Student Rights,Self Advocacy,Career Development,Career Readiness

In this article, Mary Held and Cindy Lawrence describe the efforts that it took for Indiana to have its first statewide transition conference for deaf and hard of hearing students in the Spring of 2016. The conference goal is to become an effective vehicle to help professionals who work with deaf and hard of hearing students. Attendees will be teachers, parents, and service providers, and the topics discussed will include: (1) understanding laws and rights; (2) self-advocacy; (3) self-assessments to help with career exploratio; and (4) responsibility and independent living. Students will also have opportunities to meet deaf and hard of hearing adults who have a variety of jobs and careers. Ongoing discussions resulted in a decision to find agencies and organizations that were doing the work of transition so that goals could be accomplished more quickly by using existing structures and resources. The &quot;Indiana Secondary Transition Resource Manual for Deaf &amp; Hard of Hearing Students&quot; was developed. This manual can be downloaded in PDF format at www.cdhhe.isdh.in.gov. Indiana is looking forward to their first state conference and hoping that conference participants will experience a wealth of challenging information and inspiring connections, that they will enjoy the entertainment provided by an accomplished deaf performer, and that students will leave inspired to pursue their dreams and see possibilities they may not have previously realized.
A Global Endeavor: Honors Undergraduate Research
Author: Killinger, Mimi
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Undergraduate Students,Global Approach,College Students,Honors Curriculum,Universities,Student Research,Research Projects,Foreign Countries,Critical Thinking,Integrated Activities,Learning Activities,Theses

Like many other universities of its kind, the University of Maine (UMaine) has a centralized body, the Center for Undergraduate Research (CUGR), charged with engaging motivated students in independent learning and in the creation of new knowledge. UMaine furthermore has an honors college that is likewise committed to fostering undergraduate research, particularly research that is rooted in active learning under the guidance of a faculty mentor (University of Maine Honors College Mission Statement). Consistent with national trends, UMaine highly values the work that both CUGR and the honors college do in promoting undergraduate research. UMaine's current strategic plan lists the advancement of cutting-edge undergraduate research as one of its twelve primary objectives, and CUGR received a three-year, $300,000 presidential stimulus grant in spring 2012 that funds a number of research fellowships for students and faculty. The same strategic plan also articulates a commitment to strengthening the honors college, recognizing its similar importance in the development and implementation of novel models of undergraduate research that include preparing students for &quot;meaningful jobs and for life&quot; (University of Maine Blue Sky Plan 31). Though CUGR and honors both advance undergraduate research in significant ways at UMaine, the authors would like to argue that honors is especially well positioned to fulfill the strategic plan's goal of preparation &quot;for life.&quot; On its website, CUGR contends that participation in undergraduate research will make individuals more &quot;competitive&quot; in a global society, which is an important objective. However, what the authors found through a recent honors undergraduate research experience was that honors research can make individuals more decent as well as competitive in a global society.
Varying Formats for Two-Year-College Honors Seminars
Author: Rosenow, Ce
Date: 2016-00-00
Type: Journal Articles
Subjects: Two Year College Students,Two Year Colleges,Seminars,Honors Curriculum,Community Colleges,Curriculum,Comparative Analysis

Honors programs at two-year colleges vary substantially in scope, size, and structure depending on an individual college's mission, campus culture, and budget. One common curricular feature, however, is the honors seminar. However, little information is available on creating honors seminars at two-year schools. Our essay responds to this deficit by considering two seminar formats: the three-credit interdisciplinary courses offered at Mt. San Jacinto College in Riverside County, California, and the four-credit, team-taught interdisciplinary seminars at Lane Community College in Eugene, Oregon. These formats address needs specific to the two-year-college honors population, which largely comprises returning students, veterans, parents, and economically disadvantaged members of the community who often are considering transfer to a four-year school and in many cases plan to attend graduate school. The seminar formats presented here were designed to support the students' success at transfer institutions by addressing several obstacles they face, including unfamiliarity with academic research, limited exposure to university campuses and resources, lack of confidence, and a limited sense of themselves as scholars.
Pepnet 2: Developing Collaborative Relationships for Effective Transition Services
Author: Kolvitz, Marcia
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,College Students,Federal Aid,Technical Assistance,Teamwork,Cooperative Planning,Agency Cooperation

The foundation for pepnet 2 began in the late 1960s when the U.S. Department of Education provided funding to establish four programs for the deaf at postsecondary institutions across the country. As an increasing number of deaf and hard of hearing students began enrolling in mainstreamed colleges throughout the country, the focus of federal funding shifted in 1996 from direct services for students to technical assistance for postsecondary education institutions serving students who are deaf or hard of hearing. The four regional technical assistance centers were known collectively as the Postsecondary Educational Programs Network (PEPNet). The currently funded project, pepnet 2, was established in 2011 when the structure changed from four regional centers to one national center. Pepnet 2 builds on the rich history and strong reputation from its three previous funding cycles while simultaneously reflecting the new model of a national center.
Transition through Teamwork: Professionals Address Student Access
Author: Bube, Sue Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Planning,Deafness,Hearing Impairments,Transitional Programs,Secondary School Students,Postsecondary Education,College Readiness,Agency Cooperation,Classification,Career Readiness

Prior to 2013, there was no collaboration around the transition services for deaf and hard of hearing students in Washington State. Washington had numerous agencies providing excellent support, but those agencies were not working together. It was not until January 29, 2013, when pepnet 2 hosted the Building State Capacity to Address Critical Issues in Deaf Education: Transition from Secondary Education to Postsecondary Options conference in Austin, Texas, that the importance of collaborating for the good of students was realized. A group of five educators from Washington found themselves in small groups talking with individuals from other states about what they were doing collaboratively, and this small group realized that they needed to step up quickly. Fast forward to 2015, and the team has evolved and established a Deaf and Hard of Hearing State Transition Team that meets quarterly. The team includes representatives from the Division of Vocational Rehabilitation (DVR), the Center for Change in Transition Services, the Washington School for the Deaf, Able Opportunities (a vendor for DVR), the Washington Career Academy for the Deaf, Washington Sensory Disabilities Services, and the Center for Childhood Deafness and Hearing Loss.
Honors and Non-Honors Student Engagement: A Model of Student, Curricular, and Institutional Characteristics
Author: Buckner, Ellen
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Student Characteristics,Institutional Characteristics,Comparative Analysis,Goal Orientation,Learner Engagement,Mastery Learning,Performance,Student Attitudes,College Freshmen,College Seniors,Student Surveys,National Surveys,Questionnaires,Learning Strategies,Regression (Statistics)

The purpose of this study was to apply several measures of learning and engagement to a comparable cohort of honors and non-honors students in order to generate a preliminary model of student engagement. Specific purposes were the following: (1) to determine the feasibility for use of several measures of student characteristics that may affect their engagement in the learning process; (2) to compare honors and non-honors students in measures that affect goal orientation and student engagement; and (3) to create a model of student engagement that relates to the characteristics of student learning within the context of the teaching-learning environment. The primary variables included mastery and performance goal constructs, self-handicapping, and student perceptions of engagement. Comparisons between honors and non-honors students in the context of these variables provides implications for teaching-learning strategies in both honors and non-honors educational contexts. Due to the sample size and the difficulty involved in such studies, the findings can only be suggestive at this point. Further work is needed to examine student retention and achievement in relation to processes of student engagement. Preliminary findings demonstrate both the feasibility and applicability of studying the effect of honors on student engagement and learning.
A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers
Author: Baker, Credence
Date: 2016-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Attitudes,Models,Classroom Techniques,Computer Mediated Communication,Discussion Groups,Inclusion,Special Needs Students,Teaching Methods,Followup Studies,Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Preschool Teachers,Data Analysis,Electronic Learning,Teacher Education,Online Courses,Educational Technology,Professional Development,Andragogy,Teacher Education Programs,Preservice Teachers,Inservice Teacher Education,Classroom Environment,Workshops

Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation based on relationships; (b) preventing disruptions with procedures and routines; (c) responding to disruptions and rule violations; (d) providing inclusion for students with special needs; and (e) resolving extreme or continuing conflicts. Participants in the study were beginning teachers at both the elementary and secondary levels. After completing the classroom management workshop, teachers reviewed online video clips of strategies they had learned, applied the strategies in their respective classrooms, and engaged in online discussions of the results obtained. Researchers conducted a qualitative assessment of the discussion entries posted by the new teachers to determine the strategies employed, emerging themes, and the results obtained. Participants successfully employed classroom management strategies and reported generally positive results. Additional research is needed with a larger number of participating teachers.
Governance and Board Member Identity in an Emerging Nonprofit Organization
Author: Aulgur, Jeffrey J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Governance,Nonprofit Organizations,Organizational Effectiveness,Case Studies,Leadership,Advisory Committees,Strategic Planning,Governing Boards,Government Role,Semi Structured Interviews,Observation,Qualitative Research,Recreational Activities,Horses,Speech Therapy,Rehabilitation Centers,Therapy,Self Concept,Professional Development,Data Collection,Followup Studies,Data Analysis,Interviews,Disabilities,Developmental Disabilities,Rehabilitation

Organizational effectiveness is a term without a single definition about the nonprofit community; it is difficult to define, much less measure, due to the wide disparity in that community. Inconsistency in the sector leads to an array of hypotheses in the literature addressing organizational effectiveness. Through a comprehensive examination of a single nonprofit organization, this qualitative case study examines the gap between the expectations of board performance by the nonprofit organization's senior leadership and the board members' self-perception of their governance role. The dominant self-perception of the board of directors is that their value as a governing entity is in their willingness to work hands-on in whatever volunteer roles are necessary to sustain the organization. Organizational governance is secondary to this self-characterization as a working board. This lack of focus on formal governance has resulted in a governing structure with minimal development, even as the organization itself continues to enjoy success. The case study of a single nonprofit entity suggests some recommendations for the practice of nonprofit governance in general as well as future research in the domain of nonprofit organizations that are either embryonic or have limited means available for the professional development of the board.
Citizenship Education in the United States: Perspective Reflected in State Education Standards
Author: Stuteville, Rebekkah
Date: 2016-00-00
Type: Journal Articles
Subjects: Citizenship Education,State Standards,Course Content,Social Studies,Web Sites,Universities,Elementary Secondary Education,Civics,Citizen Participation,Philosophy,Political Attitudes,Critical Thinking,Statistical Analysis

There is growing international concern about the lack of civic engagement among the youth in many nations. These concerns have sparked renewed interest in the quantity and quality of civic education in public schools in the United States. The objective of this study is to determine if the concerns about civic education are about the sufficiency of academic content related to civic education or if the concerns reflect a lack of consensus regarding the question of &quot;What makes a good citizen?&quot; To address this question, this paper examines state social studies content standards from five U.S. states to determine if specific perspectives on citizenship are present in the standards and which perspectives are emphasized. University websites are also analyzed to assess their focus on citizenship. The study finds that the citizenship education in K-12 schools is robust, and specific perspectives are emphasized. This emphasis on specific perspectives, as opposed to a lack of academic content related to civic education, may be at the heart of the debate over citizenship education. [Paper originally prepared for presentation at the International Association of Schools and Institutes of Administration conference, July 6-10, 2015, Paris, France.]