ethanporcaro/eric-fulltext-meta huggingface dataset:
How Rhode Island Increased the Value of a High School Diploma
Author: Infante-Green, Angélica
Date: 2023-05-00
Type: Journal Articles
Subjects: High School Seniors,High School Graduates,Academic Degrees,Career Readiness,College Readiness,Skills,Barriers,Educational Change,Educational Improvement,Outcomes of Education,Academic Aspiration,Family Involvement

A high school diploma should mean that all students are ready for college &quot;and&quot; a career, but in Rhode Island, it did not. According to a 2019 audit, just four in a hundred Rhode Island seniors were prepared for both college and a career, and more than half graduated without concrete career skills. When the author became commissioner of the Rhode Island Department of Education (RIDE) in 2019, she committed to ensuring that Rhode Island would start providing all its high school students with equitable opportunities for postsecondary success. RIDE pressed ahead during the pandemic. In June 2020, XQ and RIDE staff presented audit findings to the Rhode Island Council on Elementary and Secondary Education, or K-12 Council for short, which is organized under the state board of education and oversees K-12. This article presents how the council challenged educators to identify solutions and create a plan to address the barriers Rhode Island students faced.
Effects of Graduate Education on Initial Employment: Evidence from New Graduates in the Japanese Labor Market
Author: Hirao, Tomotaka
Date: 2023-03-00
Type: Journal Articles
Subjects: Graduate Study,Employment Potential,Foreign Countries,Employment Opportunities,Humanities,Social Sciences,Natural Sciences,Labor Market

This paper replicates models developed by previous research to study the effects of graduate education on new graduates' initial employment in the Japanese labor market. If education is the best investment for an individual's economic success, then graduate degrees are expected to provide an individual with higher-earning job opportunities. Despite this reasonable economic premise, previous research showed that master's degrees in the humanities or social sciences in Japan have, in fact, a negative impact on obtaining initial employment compared to those with only a bachelor's degree in the humanities or social sciences. This previous research, however, could not overcome omitted variable bias because of data limitations. Omitted variable bias is a key problem for research on education; therefore, this study uses new longitudinal data to overcome omitted variable bias and clearly demonstrate the robustness of these earlier findings. The empirical results of this study corroborate earlier work, showing that master's degrees in the humanities or social sciences do not provide graduate students with an advantage in obtaining initial employment, after controlling for potential bias. At the same time, this study also confirms that natural science majors have a higher probability of obtaining initial employment in comparison with humanities or social science majors. In other words, this paper offers a valid replication of existing research. This shows that the Japanese labor market structure for graduate students has, in essence, remained the same since previous research was completed.
Relationship between Learning Engagement and Learning Outcomes in Online Education during the COVID-19 Pandemic: A Semi-Structured Interview
Author: Miyoshi, Noboru
Date: 2023-03-00
Type: Journal Articles
Subjects: Learner Engagement,Outcomes of Education,COVID-19,Pandemics,Electronic Learning,Distance Education,Technology Uses in Education,Foreign Countries,Undergraduate Students

The coronavirus pandemic has instituted mandatory online education across Japan and many parts of the world. Using a semi-structured interview, we collected and analyzed students' reactions to online education across high-rank, mid-rank, and low-rank universities in Japan to determine learning outcomes among undergraduates with different pre-existing learning engagements. Our analysis revealed that online education proved effective on students with pre-existing learning engagement outside of class, which in compliance with prior research, only students at high-rank universities were found to possess. Therefore, we inferred that the implementation of online education has been successful at high-rank universities but not at others. This study refutes that the gap in learning outcomes between different university levels occurring as a result of the mandatory shift in the online education is a legitimate phenomenon. This study would serve as a new perspective and evidence for future discussions on equity in higher education.
A Review of Language Practice Exercises within Commercially-Available eBooks and Electronic Companion Practice
Author: Gascoigne, Carolyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Drills (Practice),Electronic Books,Web Based Instruction,Higher Education,Computer Mediated Communication,Textbook Evaluation,Program Effectiveness

Following a brief historical review of the second language teaching profession's relationship with first- and second-year textbooks, this article examines the treatment of language practice activities as found in beginning post-secondary French eBooks, as well as their accompanying electronic workbooks and online learning platform practice. Using Aski's 2003 typology, five post-secondary eBooks and accompanying electronic practice are reviewed in order to examine their use of mechanical drills, meaningful drills, communicative drills, and communicative practice. Two structures were targeted for review across all formats. Electronic workbook and learning platform practice was found to be both more mechanical in nature and more drill-focused than what has been recommended in the literature. Electronic workbook and online learning platform practice was also found to be more mechanical than the corresponding eBook activities.
Multi-Level World Language Classes: Teacher Perspectives and Practical Solutions
Author: Huhn, Christina
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Language Teachers,Language Proficiency,Teacher Attitudes,Barriers,Teaching Methods,College Faculty,Second Language Instruction,Program Effectiveness,Administrator Role,Value Judgment,Faculty Development

Multi-level classes, classrooms that incorporate multiple levels of learners simultaneously, have existed for decades, yet have received little scholarly attention with respect to world language programs. This article presents a review of relevant literature on the topic and reports an analysis of the data from a national survey of U.S. K-16 world language teachers who currently teach or have taught multiple levels or multiple languages in the same class period (n=124). The findings of this exploratory study confirm the longstanding existence of multi-level classes in the U.S. educational landscape and offer suggestions to support teachers confronted with this challenge and ideas for future research.
Word Analysis: Contemplating the Word La Madre to Develop an Approach for the Instruction of Cultural Perspectives
Author: De La Piedra, Gregory
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Cultural Awareness,Spanish,Textbooks,Standards,Textbook Content,Language Usage,Sociolinguistics,Dialects,History

Word Analysis is an approach to teach second language (L2) students about cultural perspectives which are understood collectively as the ideas, values, beliefs, and experiences many native speakers have regarding cultural domains within their own cultures. Word Analysis is anchored on the relationships between language and communication, and language and culture. The present study researches the history behind the dual value of the term &quot;la madre&quot; [mother] in Mexican Spanish to deliver a practical method that language instructors easily could easily incorporate within their materials to teach L2 culture, or that publishers could integrate within their textbooks. The primary purpose and goal of Word Analysis is to improve cultural awareness, sensitivity, and overall competence among learners. Therefore, the benefits of L2 learning as described by the &quot;Comparisons&quot; and &quot;Communities&quot; standards are supported via the content students learn by studying cultural perspectives (National Standards Collaborative Board, 2015).
Transformative Experiences of Beginner L2 Learners in the Italian Classroom for Social Justice
Author: Negretto, Giulia
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Italian,Social Justice,Student Attitudes,Learner Engagement,Student Projects,Transformative Learning,Cultural Education,Multiple Literacies,Undergraduate Students,College Second Language Programs,Novices

Focusing on two beginner Italian courses, this study demonstrates participants' perceptions of and engagement with social justice topics and materials in a semester-long project. A quantitative and qualitative analysis of surveys, triangulated with interviews and artifacts, such as comments by students during lessons and in their video responses, provide us with a better understanding of students' previous expectations, perceptions and experiences with learning Italian; their background knowledge on social justice; and their reactions to the activities implemented throughout the course. Our findings indicate that learners value classroom activities and learning tools that allow them to share, collaborate, and reflect together. As a result of their engagement with multiliteracies approaches and social justice materials, most learners changed their perceptions of Italy and Italian identities. Most of them went through a transformation to altered frames of reference, changing their mind-sets, habits and meaning perspectives. Implications include discussions on offering learners space for critical reflection on social scenarios that can lead to increased engagement, sense of belonging, and unique transformative experiences.
Collaboration and Writing Development in L2 Spanish: A Microanalytic Perspective
Author: Olovson, Brian
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Writing Instruction,Second Language Learning,Spanish,Collaborative Writing,Discourse Analysis,College Students,Writing Processes,Group Dynamics

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen &amp; Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language.
Trauma, Policy, and Teaching English Language Learners
Author: Scarf, Bria
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Trauma,Trauma Informed Approach,Educational Policy,Language Teachers,English Language Learners,Second Language Instruction,School Policy,Teacher Role,Teacher Responsibility,Stress Variables,Models

The authors present findings that emphasize a need for trauma-informed policy to mitigate vicarious trauma transmission for teachers who work in English language learning (ELL) classrooms. Qualitative data was collected from 10 stakeholders in Canada using an interpretive-phenomenological methodology. Findings assisted to better understand the impact of institutional policy, or lack thereof, on trauma-informed practices within English language teacher work. Themes that emerged were settlement factors, roles, and responsibilities (personal and professional), and organizational policies. A scan of publicly available information on trauma-informed policy suggested a gap for English language teachers. Current literature on vicarious trauma stresses that trauma-informed practice necessitates an individual and systemic approach to mitigating its effects. A basic scan of potential trauma-informed frameworks was discussed as potential institutional approaches to reduce the impact of vicarious trauma on teachers.
A New Architecture for High School Learning
Author: Ali, Russlynn
Date: 2023-05-00
Type: Journal Articles
Subjects: High Schools,Public Education,Credits,Competency Based Education,Secondary Education,Educational Change

In 1906, the Carnegie unit, or credit hour, was introduced to standardize U.S. public education. It defined the precise number of minutes students needed to learn a particular subject and the number of credit hours required to earn a high school or college degree. At the dawn of the 20th century, the Carnegie unit served the important purpose of bringing order to an entirely unstandardized system. However, today, this model of schooling exacts a heavy toll. Young people consistently report feeling they are in an intellectual straightjacket: Their schools give them schedules, tell them what classes to take, stick them in rows of desks, and make them read textbooks that lack relevance and study subjects that are disconnected from the skills they need to succeed. For most students, school is neither engaging nor inspiring; it is something to endure. less than half of U.S. high school graduates are ready for college or a career. Consequently, most young people start their adult lives behind, and they will have to spend some, if not all, of their time trying to catch up. This article argues that state leaders should retire the Carnegie unit and open the door for high school designs that ensure learning is engaging, relevant, experiential, and competency based.
Urgent Changes to Be Made in Iran&apos;s Primary Education: Voices from Teachers
Author: Tohidian, Iman
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Elementary Education,Elementary School Teachers,Teacher Attitudes,Public Education,Educational Policy,English (Second Language),Second Language Learning,Laws,Entrepreneurship,Student Teachers,Student Teacher Attitudes,Tests

One of the main shortcomings of the Iranian educational system is its focus on training students to succeed in different testing/assessment practices. In this regard, primary emphasis is still placed on memorization rather than learning dialogue, collaboration, tolerance, and life expectation for today's globalized communities. Few voices from Iranian teachers have been heard in international publications. This study collected focus group interviews from 84 Iranian primary school teachers in Tehran, Shiraz, and Yazd. Findings show that the interviewed teachers agreed on the urgent curriculum changes, including English, Law, and Entrepreneurship in the primary teaching. Additionally, the educational focus should be broadened from the current emphasis on assessment from the early years of schooling.
Professional Learning Communities in Private Schools in Bahrain and Oman: Reflection on Two Cases
Author: Al Mahdi, Osama
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Private Schools,Preservice Teacher Education,Teacher Education,School Culture,Cooperation,Leadership,Models,Elementary Secondary Education

This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman. Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from international PLC literature has implications for policy and practice. Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre- and in-service teacher training programs, adapting best international PLC practices to the specific educational contexts of Bahrain and Oman, preparing school principals to lead PLC in their schools, providing human and financial support to these communities, and making school cultures more collaborative. This study highlights the importance of the PLC approach, expands the existing conceptual/analytical framework, demonstrates how this approach is being used in two schools, and encourages other practitioners and researchers to embrace PLC.
Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong
Author: Lam, Adrian Man-Ho
Date: 2023-00-00
Type: Journal Articles
Subjects: General Education,Interdisciplinary Approach,Curriculum Design,Core Curriculum,Undergraduate Study,College Faculty,Teacher Attitudes,Foreign Countries

Purpose: This research is an interview-based study that captures the academics' perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context, using the Common Core Curriculum at the University of Hong Kong as a case study. Design/Approach/Methods: A total of 28 academics with various levels of academic ranking, disciplinary context, proven teaching excellence, and research productivities were individually invited for and consented to a semi-structured and face-to-face interview. Findings: This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum, namely, how to design, what is worth learning, how to learn and teach, and how to know students have learned. It is suggested that the ideal curriculum should remain coherent and coordinated, broad and balanced, as well as open and flexible, ensuring the capture of knowledge, skills, and attitudes, with the facilitation of active, authentic, and contextualized pedagogies and assessments. Originality/Value: This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion. They can also integrate these evidence-based elements and strategies into their everyday practices.
Virtual Student Mobility from Students&apos; Perspectives: Case Study from Japan
Author: Enkhtur, Ariunaa
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Mobility,Student Attitudes,Foreign Countries,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,College Students,Virtual Classrooms

International student exchange is integral to internationalization at higher education institutions and global human resource development in Japan. However, border closures and restrictions on physical mobility since 2020 due to the COVID-19 pandemic forced universities to adopt virtual mobility models to deliver international exchange programs. This study explores students' experiences of taking virtual exchange programs and their pedagogical implications for future virtual exchange programs. In this paper, we present one case of virtual student mobility implemented at one national university in Japan. Analysis of multiple data sets, including student surveys (n=789), reflection papers (n=420), and interviews with a program administrator and a faculty member, revealed that this type of virtual student mobility program has strong merits in promoting internationalization activities. Students were satisfied with the diverse interdisciplinary academic content, flexibility in taking the course, and opportunity to engage with the host university faculty members and international students. Many have expressed their interest in studying at the host university in person.
Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education
Author: Su, Jiahong
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Computer Mediated Communication,Educational Technology,Automation,Ethics,Educational Benefits,Individualized Instruction,Feedback (Response),Safety,Algorithms,Educational Policy

Purpose: Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or &quot;educative AI&quot;). Design/Approach/Methods: This paper proposes a theoretical framework called &quot;IDEE&quot; for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired outcomes, determining the appropriate level of automation, ensuring ethical considerations, and evaluating effectiveness. Findings: The benefits of using ChatGPT in education or more generally, educative AI, include a more personalized and efficient learning experience for students as well as easier and faster feedback for teachers. However, challenges such as the untested effectiveness of the technology, limitations in the quality of data, and ethical and safety concerns must also be considered. Originality/Value: This study explored the opportunities and challenges of using ChatGPT in education within the proposed theoretical framework.
Merging High School and College: The Early College High School Model
Author: Edmunds, Julie A.
Date: 2023-05-00
Type: Journal Articles
Subjects: High School Students,College Preparation,Dual Enrollment,Models,College Credits,Associate Degrees,Educational Policy,Program Effectiveness,State Policy

Policymakers' solutions to the problem of inequitable access to postsecondary institutions often focus on the financial barriers students face. However, other barriers are just as significant. Students may face barriers in the logistical aspect of applying to college. They may not have the knowledge and skills they need to succeed in college coursework, which sets up academic barriers. They may not understand or be prepared for the college culture. Policymakers and educators have tried to address these problems, but generally one at a time, in piecemeal fashion. For example, to reduce academic barriers, state boards of education may establish graduation requirements to increase alignment with the requirements of postsecondary education. While such academic policies are important, they do not address the financial, cultural, or logistical barriers that students might face. Early college high schools take a different approach. By merging high school and college systems, this model sets out to address all the barriers. In these early college schools, students enroll as high school and college students at the same time, with the opportunity to simultaneously earn a high school diploma and an associate degree or two years of college credit. This article examines six elements in statewide law and policy that pave the way for effective programs that help more students thrive in college courses while they are still in high school.
Telltale Signs of Rigor and Career Readiness in High School
Author: Bottoms, Gene
Date: 2023-05-00
Type: Journal Articles
Subjects: Difficulty Level,Career Readiness,High School Students,State Boards of Education,College Readiness,Evaluation Methods,Graduation Requirements,Vocational Education,Educational Policy,Goal Orientation,Educational Change

Most states claim academic rigor and career readiness as goals for all their students. But as school systems continue tracking students into higher or lower levels of academic coursework and into career and technical courses that lack rigorous, real-world assignments, they reflect an apparent underlying belief that their students' abilities are fixed--and fixed early in life. There are districts and schools that instead operate from an assumption that most students can learn at high levels when engaged in meaningful, challenging assignments in both academic and career pathway courses. What does that look like? I encourage members of state boards of education to visit high schools in their state and beyond, where they can see effective strategies.