ethanporcaro/eric-fulltext-meta huggingface dataset:
The Rising Popularity of College Postgraduate Credential Programs in Canada. Insights on Canadian Society. Catalogue No. 75-006-X
Author: Wall, Katherine
Date: 2022-09-12
Type: Reports - Research
Subjects: Foreign Countries,Graduate Study,Credentials,College Programs,Job Skills,Student Characteristics,Outcomes of Education,Graduation Rate,Foreign Students,Wages,Education Work Relationship,Immigrants,Educational Demand

Largely introduced in the early 2000s, college postgraduate credentials are a relatively new type of Canadian college credential, which typically require a postsecondary credential (e.g., a college diploma or bachelor's degree) as a prerequisite for entry. They are generally directed at providing career-specific skills, and frequently incorporate work-integrated learning. While growing slowly at first, the programs gained popularity in the 2010s--both in terms of the number of offerings and the demand from interested students, particularly international students. This study uses the Postsecondary Student Information System (PSIS) linked to the Longitudinal Immigration Database (IMDB) and income tax records to provide a profile of the number and characteristics of college postgraduate credential students in Canada, as well as their outcomes, including graduation rates, rates of transition to permanent residency (for international students), and earnings after graduation.
Shifting the Lens: Why Conceptualization Matters in Research on Reducing Inequality
Author: Irons, Jenny
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Social Problems,Equal Education,Financial Support,Racial Differences,Ethnicity,Socioeconomic Status,Immigrants,Language Minorities,Disadvantaged,Racism,African American Students,Teacher Student Relationship,Longitudinal Studies,Institutionalized Persons,Correctional Institutions,Court Litigation,Behavior Problems,Faculty Development,Intervention,Disproportionate Representation,Elementary Secondary Education,Poverty

Social science can be instrumental in illuminating responses to persistent social problems like racial or economic inequality. And a powerful starting point for studies that pursue this goal is a nuanced understanding of the problem at hand. That is, with a well-developed conceptualization of the contours, causes, and consequences of a given challenge, researchers are better equipped to explore how the challenge can be addressed. This report begins with a discussion on why the William T. Grant Foundation funds research that aligns with its interest in inequality among youth by race, ethnicity, economic standing, immigrant origin, and language minority status. The second half of report highlights two studies recently funded by the Foundation as examples on how researchers can employ the strategies discussed in the first half to enrich their research. One study examines whether mitigating the effects of material disadvantage may improve criminal justice outcomes for socioeconomically disadvantaged men and women, and another tests whether explicitly attending to racial bias helps teachers improve their behavior toward and expectations of Black youth, thereby reducing racial academic inequality.
Wyoming Community College System Term Enrollment Report. Academic Year 2021-2022
Author: Wyoming Community College Commission
Date: 2022-09-02
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Community College Students,Enrollment,Part Time Students,Full Time Students,Age Differences,Gender Differences,Place of Residence,College Credits,Intellectual Disciplines,Vocational Education,College Transfer Students,Racial Differences,Dual Enrollment,Teacher Student Ratio,Developmental Studies Programs,Ethnicity

This report provides an annual look at the summer 2021, fall 2021 and spring 2022 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2018 term, data were extracted from the Centralized Station Instance (CSI) reporting system using one report without the need to consolidate individual reports from each of the seven colleges. [For the 2020-2021 report, see ED615924.]
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2020-2021. Revised
Author: Wyoming Community College Commission
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Community College Students,Academic Achievement,Educational Attainment,Academic Persistence,School Holding Power,Academic Degrees,Educational Certificates,Graduation,Placement,Employment Level,Certification,Critical Literacy,Success,College Transfer Students,Outcomes of Education,Goal Orientation,Career Change,Individual Development,Job Skills,Graduation Rate,Grades (Scholastic),Course Selection (Students),Remedial Instruction

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The Wyoming Community College Commission Statewide Strategic Plan adopted by the Commission in October 2020 has identified four primary goals and related objectives. All former and current strategic plans center around the Commission's mission. Wyoming community colleges provide dynamic lifelong learning environments through higher education, workforce development, innovative partnerships, and civic and global engagement that lead to responsible citizenship and economic, social, and cultural prosperity. Planning for the future of Wyoming's community colleges, the mission and purpose of the Wyoming Community College Commission is to provide coordination, advocacy, funding, and accountability. Current goals identified in the 2020-2025 strategic plan include: (1) Educational Attainment; (2) Affordability; (3) Program Alignment; and (4) Economic Development. This 2020-2021 Performance Indicator Report aligns the performance indicators required by statute with the objectives contained in the WCCC 2020-2025 Statewide Strategic Plan. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's four goals. [For the 2019-2020 report, see ED612836.]
A Critical Review of &quot;Getting Tough? The Impact of High School Graduation Exams&quot;
Author: Phelps, Richard P.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Exit Examinations,Academic Achievement,Minimum Competencies,Minimum Competency Testing,Classification,Achievement Gains,Testing Problems,Accountability,Achievement Tests,Standardized Tests,Basic Skills,Norm Referenced Tests,Scores,High Stakes Tests,Longitudinal Studies

This review critiques the highly-praised and influential 2001 study, &quot;Getting Tough? The Impact of High School Graduation Exams,&quot; which concluded that &quot;minimum competency,&quot; or high school &quot;graduation exams,&quot; had no effect on student achievement. The review compares the test classifications of &quot;Getting Tough?&quot; to those in two contemporaneous federal government testing program surveys. The comparison suggests that &quot;Getting Tough?&quot; mis-classified several tests and, at the same time, failed to control for several factors highly correlated with test performance and student achievement gains, such as stakes, content, student effort, administration methods, security protocols, and the effect of other tests administered around the same time period. The influence of &quot;Getting Tough?&quot; went far beyond its own content, however, because the author and others asserted a methodological superiority over all previous scholarly work on the topic. Eventually, the number of states administering high school graduation exams would diminish from a large majority of them at the turn of the millennium to less than ten now.
Are Coeducational Classes Truly Coeducational?
Author: Martin, Carol Lynn
Date: 2022-00-00
Type: Reports - Research
Subjects: Coeducation,Elementary Schools,Elementary School Students,Grade 3,Grade 4,Grade 5,Student Attitudes,Interaction,Gender Differences,Peer Relationship,Educational Environment,Public Schools,Incidence

Boys and girls sit together in most classrooms, but do they interact? Based on forty-year-old evidence, coeducational classes may not be coeducational but instead be segregated by gender, which may undermine student success. Our goal is to answer this question in today's classrooms. We used longitudinal data to assess gender segregation in 26 classes in three U.S. coeducational elementary schools over an academic year. Third- to fifth-grade students (n = 515) from diverse backgrounds were asked how often they work with (frequency) and how well they work together (quality) with each classmate. Analyses illustrated a strikingly consistent pattern: For every grade, gender, and classroom, and across both fall and spring, students reported that they interacted more frequently with and had higher quality interactions with same- than with other-gender classmates. [The paper will be published in &quot;Elementary School Journal.&quot;]
Privileged Dependence, Precarious Autonomy: Parent/Young Adult Relationships through the Lens of COVID-19
Author: van Stee, Elena G.
Date: 2022-11-16
Type: Reports - Research
Subjects: Parent Child Relationship,Social Class,Undergraduate Students,COVID-19,Pandemics,School Closing,Social Influences,African American Students,White Students,Middle Class,Working Class,Mothers,Parent Responsibility,Student Responsibility,Distance Education,Educational Technology,Power Structure,Racial Differences,Money Management,Student Needs,Social Differences

Objective: This article identifies how social class differences in undergraduates' relationships with their parents shaped their responses to educational disruptions caused by the COVID-19 pandemic. Background: The mechanisms through which parents transmit class advantages to children are often hidden from view and therefore remain imperfectly understood. This study uses the case of the COVID-19 pandemic to examine how young adults from different social class backgrounds expect, negotiate, and attach meaning to parental support. Method: This study draws from in-depth interviews with 48 Black and White upper-middle and working-class undergraduates from a single elite university, along with 10 of their mothers. Results: Facing pandemic-related disruptions, upper-middle-class students typically sought substantial direction and material assistance from parents. In contrast, working-class students typically assumed more responsibility for their own--and sometimes other family members'--well-being. These classed patterns of &quot;privileged dependence&quot; and &quot;precarious autonomy&quot; were shaped by students' understandings of family members' authority, needs, and responsibilities. Conclusion: Upper-middle-class students' greater dependence on parents functioned as a protective force, enabling them to benefit from parents' material and academic support during the transition to remote instruction. These short-term protections may yield long-term payoffs denied their working-class peers. Beyond the immediate context of the COVID-19 pandemic, the concepts of &quot;privileged dependence&quot; and &quot;precarious autonomy&quot; offer scholars a set of theoretical tools for understanding class inequality in other young adult contexts. [This paper will be published in &quot;Journal of Marriage and Family.&quot;]
Four Responses to CAPR&apos;s &quot;Five Principles for Reforming Developmental Education: A Review of the Evidence&quot;
Author: Bertrand Jones, Tamara
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,Educational Principles,Educational Change,Evidence Based Practice,Remedial Instruction,Educational Benefits,Equal Education,Access to Education,Student Placement,Educational Policy,College Mathematics,College English,Student Needs,Holistic Approach,Student Centered Learning,Culturally Relevant Education,Curriculum Design,Curriculum Implementation,Systems Approach,Student Attitudes

In October 2022, the Center for the Analysis of Postsecondary Readiness (CAPR) released a systematic review of evaluation literature on developmental education reforms to identify interventions found to have positive effects on student outcomes entitled, &quot;Five Principles for Developmental Education: A Review of the Evidence&quot; (see ED624623). To supplement findings and recommendations found in the report, CAPR invited four individuals knowledgeable about developmental education to respond to the report based on their own experiences and perspectives. Dr. Tamara Bertrand Jones, associate professor of higher education at Florida State University; Dr. Aisha Lowe, vice chancellor for educational services and support at the California Community Colleges Chancellor's Office; Dr. Desmond Lewis, associate vice chancellor for college readiness at Houston Community College; and Dr. Maxine Roberts, director of Strong Start to Finish, contributed the short essays presented in this supplement. Their views and insights--based on many years of engagement with developmental education practice, policy, research, and reform--are a valuable complement to the CAPR report. One of the key commonalities in their responses is that while the current developmental education reform movement has produced real benefits for students, it still requires more intentional and targeted approaches to promote equity in student success.
A Study on Cultural Identity in the Textbooks of an Intercultural Communication Course
Author: Zhu, Zhu
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Intercultural Communication,Textbooks,Content Analysis,Cultural Influences,Chinese,Educational Quality,Majors (Students),Foreign Countries,Undergraduate Students,Blended Learning,Teaching Methods,Student Characteristics

In recent years, increasing attention has been paid to the effects of cultural factors on cultural identity in the field of teaching Chinese as a foreign language. The central issues include the kind of knowledge structure and value orientations involved in Chinese teaching and Chinese textbooks, the responsibility teachers take when educating people, and ways of further optimizing and improving the quality of education. This paper reports a study exploring the cultural factors in a course of intercultural communication offered to Chinese language majors at a university in Beijing. The researchers followed the students in this course for four months, from September to December of 2021. The researchers analyzed the value orientations of the course textbook &quot;Boya Chinese&quot; and the ways of using the textbook in classroom teaching. The purpose was to identify the basic characteristics and existing problems of the textbook and its relationship with language teaching. Through data analysis, four dimensions of cultural identity were identified. It is suggested that through strengthening the blended mode of online and offline teaching, teachers can help students understand and appreciate the Chinese culture and language so as to build a community with a shared future for mankind. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
A Study of Language, Culture, and Identity in Technology-Assisted Video Presentations of International Students Learning Chinese as a Second Language
Author: Cheng, Li
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Foreign Students,Chinese,Second Language Learning,Video Technology,Educational Technology,Speech Communication,Foreign Countries,Identification,Culture

This paper reports a study in a technology-assisted Chinese teaching context where one major teaching objective is to encourage international students to participate in speech contests with the theme of 'Tell China, Tell Your Stories'. Results showed that through four weeks' preparation, all the students had a more robust method for presentation delivery and video making than before the project. Moreover, meeting conventional presentation standards was not only an issue of 'language learning', but also an issue of identity construction and negotiation. Finally, all participants had constructed positive ecocultural identities which encouraged respect for individuals, collaborative working, and a sustainable society. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
A Telecollaborative Study of University Students in Spain and Sri Lanka Using the Soqqle Video App
Author: Manegre, Marni
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Computer Mediated Communication,Video Technology,College Students,Foreign Countries,English (Second Language),Cultural Awareness,Second Language Learning,Listening Skills,Speech Skills,Electronic Learning,Student Attitudes

This study addresses interculturality and Intercultural Competence (IC) by connecting university students in Spain and Sri Lanka through the use of the Soqqle app, an education-based video app. The students were asked to create five videos independently using English as a lingua franca and upload each video to the app related to the assigned tasks. The goal of this study is to determine whether creating videos increases the IC of the students and whether the video creation activities enhance the students' English as a Foreign Language (EFL) listening and speaking skills. The students were given a pre-questionnaire at the onset and post-questionnaire at the conclusion of this study. The results show that the students increased in their cultural knowledge from the pre- to post-questionnaire. Additionally, the students reported that their Foreign Languages (FL) skills increased, and they generally enjoyed participating in this study. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
An Corpas Cliste: Creating a Learner Corpus for Irish from a New, Purpose-Built iCALL Platform
Author: Chiaráin, Neasa Ní
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Irish,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Intelligent Tutoring Systems,Audio Equipment,Dialects,Metadata,Native Language,Age Groups,Time on Task,Learner Engagement,Learning Experience,Independent Study,Open Source Technology

&quot;An Corpas Cliste&quot; ('Clever Corpus') is an Irish language learner corpus. The corpus data comes from a purpose-built intelligent Computer Assisted Language Learning (iCALL) platform called &quot;An Scéalaí&quot; ('the Storyteller') and comprises both audio and text, produced by second and third level learners of Irish. Metadata (e.g. L1, level of Irish, dialect preference, age) is saved with every learner account, along with data on platform engagement (e.g. speech/language technologies employed, time spent on task). This paper illustrates how &quot;An Corpas Cliste&quot; is structured and is being prepared for analysis and the methodologies and resources that are being used to exploit it with a view to enhancing the learning experience. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Analyzing User Interactions to Estimate Reading Time in Web-Based L2 Reader Applications
Author: Hollenstein, Nora
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Reading Rate,Reading Instruction,Vocabulary Development,Second Language Learning,Second Language Instruction,Case Studies,Web Based Instruction,Teaching Methods,Correlation,Reading Processes,High School Students,College Students,Adult Students,Foreign Countries,French,Indo European Languages,Eye Movements,Measurement Techniques

We propose to use reading time as a metric to report progress in language learning applications. As a case study we use a web-based application that enables learners of a foreign language to read texts from the web and practice vocabulary with interactive exercises generated based on their past readings. The application captures generic interactions with the web page (e.g. switching to a different tab) but also interactions directly related to language learning (e.g. clicking on a word to get a translation). We propose two metrics for approximating reading times based on user interactions with the web application. We analyze the correlation between these metrics and other interaction metrics and show that active time is the best metric for estimating the user's actual involvement with the texts and that it can be approximated from interaction metrics. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]
Comparing Lexical Complexity Using Two Different VE Modes: A Pilot Study
Author: Shiroyama, Tomotaka
Date: 2022-12-12
Type: Speeches/Meeting Papers
Subjects: Pilot Projects,Comparative Analysis,Difficulty Level,Second Language Learning,Second Language Instruction,Japanese,Computer Simulation,Computer Mediated Communication,Exchange Programs,Feedback (Response),Intercultural Communication,Undergraduate Students,Foreign Countries,Task Analysis,Teaching Methods,Language Usage,Vocabulary Development,Educational Benefits,English (Second Language),Native Language,Synchronous Communication,Asynchronous Communication

The aim of this study is to compare how two different Virtual Exchanges (VE) contribute to language learning in a Japanese university context. Task-Based Language Teaching (TBLT) using VE has been a focus in this study. There are huge advantages of using technology in language teaching such as increasing language use opportunities, feedback, and others (Lee, 2016). However, many recent TBLT and VE studies have focused on students' interaction in the classroom (Hagley, 2020). This study investigated whether two different types of VEs have the potential to promote 'real-world communication' in a university context. The findings show that there was no significant difference regarding lexical complexity between both modes. The result suggests that both modes are unlikely to enhance students' vocabularies. [For the complete volume, &quot;Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022),&quot; see ED624779.]