ethanporcaro/eric-fulltext-meta huggingface dataset:
A Case Study of a Learner&apos;s Use of an Online Translator as a Cognitive Tool in a SCMC Context
Author: Domanchin, Morgane
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Computational Linguistics,Listening Comprehension,Language Usage,Second Language Learning,Second Language Instruction,Videoconferencing,Computer Mediated Communication,Computer Software,Translation,Vocabulary,French,Intercultural Communication,Preservice Teachers,Personal Autonomy,Teaching Methods,College Students,Language Teachers,Teacher Education Programs,Foreign Countries,Program Descriptions

This study explores a language learner's screen while interacting from a desktop videoconferencing device as part of an intercultural telecollaboration exchange that connected teacher-trainees and French learners. Communicative tasks involving opinion exchanges require from language learners simultaneous speaking and listening comprehension skills, which may prompt linguistic difficulties. To compensate for their weaknesses, learners had access to online resources exposing them to various and complex language use. Based on Jonassen's (1992) work on 'cognitive tools' as intelligent resources that contribute to knowledge construction, the author draws on multimodal interaction analysis to question the uses of an automatic online translator in the context of Synchronous Computer Mediated Communication (SCMC). This study illustrates a learner's technical autonomy using Google Translate (GT) to search for vocabulary while interacting with his interlocutors. It reports the learner's emergence of a linguistic need which is followed by a search for vocabulary leading in some cases to the searched translation's integration within the pedagogical interaction. This study raises cognitive challenges that such a practice presents for language learning. [For the complete proceedings, see ED600837.]
Using LARA for Language Learning: A Pilot Study for Icelandic
Author: Bédi, Branislav
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Indo European Languages,Computational Linguistics,Reading Comprehension,Second Language Learning,Second Language Instruction,Open Source Technology,Adults,Reading Instruction,Feedback (Response),Computer Software,College Students,Student Attitudes,Usability,Instructional Effectiveness

This paper presents a brief overview of LARA (Learning And Reading Assistant), an open source online tool that has been under development since summer 2018. LARA currently contains a corpus of about 25 texts in ten languages and a crowdsourcing model used to expand the corpus. The central goal is to provide support for improving second language (L2) reading comprehension. The focus here is on the development of Icelandic content and its use during pilot testing amongst adult L2 learners of Icelandic. Preliminary feedback from users, while mostly positive, contained suggestions on how the tool might be improved. [For the complete proceedings, see ED600837.]
Learning to Design a Mobile Hunt on Actionbound: A Complex Task?
Author: Delforge, Carole
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Indo European Languages,Foreign Countries,Second Language Instruction,Grade 5,Elementary School Students,Museums,Computer Oriented Programs,Educational Games,Telecommunications,Handheld Devices,Program Effectiveness,Student Attitudes,Preservice Teachers,Reading Strategies

The research consisted in having an Actionbound mobile hunt for A1 learners of Dutch designed by a group of language Student Teachers (STs) within the framework of a second year course on foreign language teaching. The game was then implemented with two groups of fifth grade primary school pupils during their visit of the Hergé Museum in Louvain-la-Neuve, Belgium. These two steps allowed our multidisciplinary research team to analyse the use of the app from the perspective of not only the players but also the creators of the game. Research data was collected throughout the study via questionnaires, observations, and a focus group. A qualitative analysis of the STs' data allowed us to establish their digital profiles, thereby situating each of them in the digital integration process. The results suggest that integrating technology and content when designing a pedagogical activity is a complex task. Support and guidance from teacher trainers could therefore be recommended in order to propose a pertinent integration of technologies in the language classroom. [For the complete proceedings, see ED600837.]
&quot;Let&apos;s Date!&quot; A 360-Degree Video Application to Support Foreign Language Learning
Author: Berns, Anke
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Second Language Learning,Second Language Instruction,Computer Software,Guidelines,Rating Scales,German,Telecommunications,Handheld Devices,Language Skills,Case Studies,Experiential Learning,Feedback (Response),College Students,Foreign Countries

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students' language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called &quot;Let's date!.&quot; The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students' foreign language competencies. [For the complete proceedings, see ED600837.]
Funding Special Education: Charting a Path That Confronts Complexity and Crafts Coherence
Author: Kolbe, Tammy
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Special Education,Federal Aid,Students with Disabilities,Educational Policy,School Districts,Board of Education Role,Government Role,State Aid,Costs,Educational Legislation,Equal Education,Federal Legislation,State Policy,Public Policy,Funding Formulas,Grants,Incentives

Today's challenges for special education funding are rooted in a complex regulatory and policy environment that reflects little forethought about who can and will pay special education costs. Despite the fact that states and school districts are legally required to ensure a free and appropriate public education to students with disabilities, the federal government does little to fund the special education that students with disabilities receive, which places the overwhelming burden on states to implement and pay for programs. This brief examines the complex policy framework that creates this precarious funding system, and provides specific and immediate steps for federal policymakers to create a new, more coherent system of ensuring equal educational opportunities for all students with disabilities.
Perspectives on Education: Effective Processes for Effective Learning of Learners
Author: Asawapoom, Saman
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Role of Education,Learning,Definitions,Skill Development,Educational Methods,Teacher Role

Education is a crucial tool for developing human resources in all countries at present, but, obviously, it fails to function now than used to be. The question is why because education has been a new promised tool providing learning for human species for the last three or four thousand years. My observation is that we have been focusing too much on education while neglecting learning, which is a priority goal of education. Moreover, learning had been the survival skill of human beings thousands of years before education was invented. This article calls for new perspectives on which education should be conceptualized and applied to assist learners' learning more effectively.
A Poor Person&apos;s Posterior Predictive Checking of Structural Equation Models
Author: Lee, Taehun
Date: 2016-00-00
Type: Reports - Research
Subjects: Structural Equation Models,Bayesian Statistics,Prediction,Monte Carlo Methods,Maximum Likelihood Statistics,Goodness of Fit,Alternative Assessment

Posterior Predictive Model Checking (PPMC) is a Bayesian model checking method that compares the observed data to (plausible) future observations from the posterior predictive distribution. We propose an alternative to PPMC in the context of structural equation modeling, which we term the Poor Persons PPMC (PP-PPMC), for the situation wherein one cannot afford (or is unwilling) to draw samples from the full posterior. Using only byproducts of likelihood-based estimation (maximum likelihood estimate and information matrix), the PP-PPMC offers a natural method to handle parameter uncertainty in model fit assessment. In particular, a coupling relationship between the classical p-values from the model fit chi-square test and the predictive p-values from the PP-PPMC method is carefully examined, suggesting that PP-PPMC may offer an alternative, principled approach for model fit assessment. We also illustrate the flexibility of the PP-PPMC approach by applying it to case-influence diagnostics. [This paper was published in &quot;Structural Equation Modeling&quot; v23 n2 p206-220 2016.]
A Pilot Study of Alexa for Autonomous Second Language Learning
Author: Dizon, Gilbert
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Independent Study,Computer Software,Student Attitudes,Second Language Learning,Second Language Instruction,Intelligent Tutoring Systems,Pilot Projects,College Students,English (Second Language),Foreign Countries,Teaching Methods

Although initial research involving Intelligent Personal Assistants (IPAs) for language learning have yielded promising results, no study has examined their use in the context of Autonomous Second Language Learning (ASLL). Thus, the main goal of this pilot study was to investigate the use of an IPA, specifically Alexa, for ASLL. Two Japanese university second language (L2) English students participated in a four-week study, which involved the learners interacting with Alexa through the Echo Dot speaker in their respective homes. Learner usage data was collected via the Alexa website and the students' attitudes toward the IPA for ASLL were evaluated through a survey consisting of 12 Likert-scale items and four open-ended questions. It was found that while the L2 students had positive opinions toward the use of Alexa for ASLL, the learners did not make active use of the technology. [For the complete proceedings, see ED600837.]
The Effects of an Online Learning Management System on Students&apos; Academic Socialization: A Qualitative Study on a Chinese Graduate Course
Author: Dong, Liu
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Socialization,Graduate Students,Second Language Learning,Teacher Student Relationship,Interaction,English (Second Language),Peer Relationship,Student Adjustment

Blended learning which combines face-to-face instruction and online learning is increasingly important and pervasive in China. Guided by the theory of 'Language Socialization', the researchers explored the situated learning experiences of four Year 1 graduate students while they were adapting to the new academic environment through the graduate course of 'Second Language Acquisition' at a university in Beijing. In this course, a WeChat connected to the Blackboard learning system was used. Student-teacher interactions on the WeChat and Blackboard, classroom observations, and interviews were used for data collection. Results from four case studies illustrated that academic adaptation was a complex sociocultural phenomenon in which students gradually became competent members of the academic community. Moreover, Learning Management Systems (LMSs) were of great help for them in adapting to a new environment and developing negotiating competence in their new academic communities. [For the complete proceedings, see ED600837.]
SECC-AL State Plan for Progress in Mathematics
Author: Alabama State Department of Education (ALSDE)
Date: 2018-06-00
Type: Reports - Research
Subjects: Mathematics Achievement,Grade 4,Grade 8,National Competency Tests,STEM Education,Evidence Based Practice,Mathematics Skills,Fractions,Mathematical Logic,Mathematical Concepts,Symbols (Mathematics),Vocabulary,Knowledge Base for Teaching,Pedagogical Content Knowledge,Educational Change,Learning Disabilities,Teaching Methods,Direct Instruction,Problem Solving,Word Problems (Mathematics),Best Practices,Elementary Secondary Education,Algebra

The Alabama State Department of Education (ALSDE) was grappling with several issues including: (1) A respectable rate of growth in student achievement for both fourth- and eighth-grade math in the state of Alabama, as measured by the National Assessment of Educational Progress (NAEP), but below the national average; and (2) A growing concern about the state's ability to produce graduates capable of competing successfully in fields associated with economic development--science, technology, engineering, and mathematics (STEM). To address the above challenge, Alabama collaborated with the Southeast Comprehensive Center (SECC) to examine instruction and achievement in mathematics using evidence-based research. Development of this report was part of SECC's Alabama Professional Learning Commission project work, which concluded September 2019.
State Data Use Spotlight: Iowa
Author: Ruedel, Kristin
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Data Use,Data Collection,State Policy,Educational Policy,Literacy,Screening Tests,Progress Monitoring,Educational Strategies,Elementary School Students

Many states struggle with collecting reliable and valid data that can be easily analyzed at the state level. This can be particularly challenging in states where schools and districts have local control over the selection of their assessment tools. This state spotlight presents the strategies that the Iowa Department of Education (IDE) used to foster school adoption and use of a state-provided literacy screening and progress monitoring tool. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Sarah Brown and Greg Feldmann.]
School Nurses--An Integral Member of the School Team Addressing Chronic Absenteeism. Position Statement
Author: Neumann, Linda
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Attendance,Student Needs,At Risk Students,Learner Engagement,Teamwork,Student Welfare,Physical Health,Mental Health,Outreach Programs,Family School Relationship,Data Use

Chronic absenteeism, commonly defined as missing 10% or more of school days for any reason (excused or unexcused), detracts from learning and is a proven early warning sign of academic risk and school dropout. It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse is an integral member of the school team, promoting school attendance and combating student absenteeism by addressing the physical, mental, and social needs of the student. Chronic absenteeism puts students at risk for academic failure with effects that can last a lifetime and negatively impact education, health, financial stability, and employment. This position statement presents the role of the school nurse as a vital team member who identifies and mitigates the health, safety, and social risk factors that are barriers to school attendance.
State-Run Virtual Education Programs. Information Request
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2013-11-01
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,State Programs,School Districts,Educational Policy,School Personnel,Data Collection,Distance Education,Online Courses,Financial Support,Models,Educational Finance,Funding Formulas,Elementary Secondary Education,Virtual Classrooms

A state department of education (SDE) served by the Southeast Comprehensive Center (SECC) at SEDL requested information on state-run virtual education programs, specifically: (1) What are states doing to support districts through state-run virtual education (VE) programs? (2) What policies and procedures are necessary to support a successful program? (3) What staffing positions are essential, key positions necessary for both programming and supporting the expansion of a VE program? (4) What types of data are states reporting for students served in VE programs (i.e., course completion, students served, etc.)? and (5) What funding models are used for state-run VE programs? This Information Request provides a discussion of the procedure for resource selection, limitations of this report, as well as additional information that pertains to the above topics.
Does Reading Proficiency at Age 15 Affect Employment Earnings in Young Adulthood? Insights on Canadian Society
Author: Gibson, Laura
Date: 2019-10-17
Type: Reports - Research
Subjects: Reading Skills,Adolescents,Wages,Young Adults,Correlation,Individual Characteristics,Background,Parent Background,Educational Attainment,Income,Grades (Scholastic),Intellectual Disciplines,Secondary School Students

Previous research has suggested that skills acquired at a young age, such as reading or math skills, may have an impact on the early labour market outcomes of individuals. In this study, tax data linked to the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA) are used to examine the association between background factors at age 15 (including reading proficiency) and employment earnings in young adulthood for a cohort of respondents who were aged 15 in 2000. Findings in the report include: (1) In 2000, 51% of women and 38% of men aged 15 had a high level of reading skills. Having a higher skill level is defined as obtaining a Level 4 or higher (out of 5) in reading tests administered through PISA; (2) Young women and men with higher reading proficiency at age 15 earned more than their counterparts with lower reading proficiency, both in the first year after leaving school and in the ensuing years. These results, however, do not take into account the other factors that also affect earnings. (3) After accounting for various individual and background factors (e.g., parental education, parental income, overall marks at age 15 and other characteristics such as highest level of education and field of study), reading proficiency at age 15 was no longer associated with employment earnings after leaving school--for both men and women--even in the first year after leaving school; and (5) For women, reading proficiency acts on career employment earnings primarily through education. This means that women with higher reading proficiency acquire more educational credentials, which--in turn--has an impact on earnings. For men, other background characteristics, such as parental income and marks at age 15, had more of an impact on employment earnings than reading skills
State Data Use Spotlight: Rhode Island
Author: Ruedel, Kristin
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Data Use,Student Evaluation,Screening Tests,Progress Monitoring,Evaluation Methods,Data Collection,State Standards,School Districts,Special Needs Students,Response to Intervention

State tests lack the sensitivity and frequency to reflect ongoing academic improvement of students who are well below grade-level proficiency standards. As a result, some states are using screening and progress-monitoring data, collected as part of a multi-tiered system of supports (MTSS) model, to evaluate early student-level progress toward SiMR outcomes. This state spotlight presents strategies the Rhode Island Department of Education (RIDE) is using to collect and summarize screening and progress-monitoring data from local education agencies (LEAs) that are using different assessment tools. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Emily Klein and Susan Wood.]
State Data Use Spotlight: Louisiana
Author: Ruedel, Kristin
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Data Use,State Standards,Educational Improvement,Decision Making,Evidence Based Practice,Academic Achievement,Progress Monitoring,Evaluation Methods,Students with Disabilities,Elementary School Students,School Districts,Accountability,Data Collection

Similar to many states, the Louisiana Department of Education (LDOE) does not mandate the use of specific literacy screening or progress monitoring tools. LDOE sought a measurement approach that resulted in accurate and reliable information on student progress and outcomes, yet respected local control. This state spotlight presents initial benefits and challenges that LDOE found when using a categorical data analysis approach that could be employed across multiple data types and systems. [This resource was developed by members of the NCSI Data Use Service Area Team in collaboration with Kristi-Jo Preston.]
Supporting Scheduled Recess. Position Statement
Author: King, Kate
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Recess Breaks,Physical Activities,Child Development,School Nurses,Role,School Policy,Discipline

Recess is an opportunity for students to engage in physical activity and play with fellow students. Aerobic physical activity is positively associated with cognition, academic achievement, behavior and psychosocial functioning outcomes. It is the position of the National Association of School Nurses (NASN) that scheduled recess not be withheld for any student during the school day. The registered professional school nurse is knowledgeable of the benefits that recess has on the student's emotional, social, physical, and cognitive development. The school nurse undertakes a leadership role within the school community to assist in developing policies that support recess and reject withholding recess. This position statement presents the views of the NASN on supporting daily recess during the school day. Background and rationale for NASN's position is provided herein.
Transition Planning for Students with Healthcare Needs. Position Statement
Author: Molner, Claire
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Planning,Chronic Illness,Student Needs,Well Being,Health Promotion,School Nurses,Role,Special Needs Students,Compliance (Legal)

It is the position of the National Association of School Nurses (NASN) that all students with healthcare needs should receive coordinated and deliberate transition planning to maximize health and well-being. As an essential member of the multidisciplinary school-based team, the registered professional school nurse is ideally placed to provide care coordination and lead the planning team in addressing transitions for students with healthcare needs. The goal of transition planning is to maximize student health and academic success. This position statement presents the position of the NASN on transition planning for students with healthcare needs. Background and rationale for the position are provided herein. [This document replaces the position statement &quot;Transition Planning for Students with Chronic Health Conditions,&quot; adopted June 2014 (ED558466).]