ethanporcaro/eric-fulltext-meta huggingface dataset:
APPA 2011 Conference Highlights
Date: 2011-00-00
Type: Journal Articles
Subjects: Recognition (Achievement),Partnerships in Education,Conferences (Gatherings),Awards,Administrative Change,Board Candidates,Governing Boards,Photography,Facilities Management,Professional Associations

This article presents highlights of APPA conference that was held on July 16-18, 2011. The highlights feature photos of 2011-2012 board of directors, outgoing senior regional representatives to the board, meritorious service award, APPA fellow, president's recognition and gavel exchange, and diamond business partner award.
Driven to Read: Enthusiastic Readers in a Japanese High School's Extensive Reading Program
Author: Judge, Patrick B.
Date: 2011-10-00
Type: Journal Articles
Subjects: High School Students,Reading Programs,Reading Motivation,Foreign Countries,Case Studies,Private Schools,English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,Personal Autonomy,Student Motivation,Qualitative Research,Ethnography

The paper reports on a long-term, multi-case study examining the motivations of avid readers in an extensive reading program at a private Japanese high school. Using an ethnographic approach to case study research, the project explores nine participants--their motivations for reading and what English study means for them. The two and a half year study finds strong similarities between the participants such as a love of literacy and a desire for autonomy. The findings call for greater consideration of non-cognitive factors such as affect and personal attributes in motivation research. This study adds to a growing body of qualitative literature focused on L2 reading motivation. (Contains 6 notes and 1 table.)
The Effects of Embedded and Elaborative Interrogation Questions on L2 Reading Comprehension
Author: Brantmeier, Cindy
Date: 2011-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Familiarity,Social Psychology,Second Language Learning,Spanish,Vignettes,Advanced Students,Recall (Psychology),Multiple Choice Tests,Mathematics Tests,Scores,Questionnaires,Second Language Instruction,Computer Assisted Testing,Language Tests,College Students,Language Research,Layout (Publications)

With 97 advanced second language (L2) learners of Spanish, the present study utilized domain specific texts to examine the effects of embedded "what" questions and elaborative "why" questions on reading comprehension. Participants read two different vignettes, either with or without the adjuncts, from a social psychology textbook, and then completed a written recall, multiple-choice items, and a topic familiarity questionnaire. Results revealed no significant effects of inserted adjunct questions for recall and multiple choice items. Mean recall scores for both the embedded and elaborative questions were almost the same for each passage, whereas the mean recall score for the version without adjuncts was lower. Results are discussed in light of previous research and suggestions for more research of this nature are offered. (Contains 2 notes, 5 tables, and 1 figure.)
Beginning Students' Perceptions of Effective Activities for Chinese Character Recognition
Author: Wang, Jing
Date: 2011-10-00
Type: Journal Articles
Subjects: Student Attitudes,Cooperative Learning,Orthographic Symbols,Chinese,Teaching Methods,Introductory Courses,Pronunciation,English,Native Speakers,Diaries,Written Language,College Students,Second Language Learning,Second Language Instruction,Grounded Theory

This study investigates what beginning learners of Chinese perceive as helpful in learning to recognize characters. Thirteen English-speaking participants in a beginning Chinese class answered journal questions and completed a survey over one semester at a large Midwestern university. Findings suggest that participants perceived the usefulness of different ways of learning: (a) Studying characters individually strongly facilitated the learning of Chinese orthography and also helped with meaning and pronunciation; (b) using characters in context strongly supported the learning of meaning and pronunciation; (c) practicing characters through cooperative learning created a good learning environment, provided support and facilitated meaningful interaction for learners. Participants thought it was helpful to focus on individual characters for orthography and use characters in context for meaning.
Feeding, Breeding, Extinction, and River Length: Problems with Treating Words like Species, Comments on Meara and Olmos Alcoy (2010)
Author: Racine, John P.
Date: 2011-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Vocabulary,Experiments,Models,Second Language Learning,Researchers,Reading

In their paper, Meara and Olmos Alcoy (2010) attempted to find a means of estimating productive second language (L2) vocabulary size based on the premise that many known lexical items simply do not appear in learner-produced texts. To do so, they borrowed an ecological model, in which a capture-recapture formula, the Petersen estimate, is used to estimate the number of animals existing in a given environment. As the authors are probably the only vocabulary acquisition researchers searching for applicable models in the 19th century swimming habits of plaice in the German Sea, they should indeed be commended for their original approach. There are, however, a number of aspects to this approach that should be reconsidered before this model can accurately be applied to vocabulary. Meara and Olmos Alcoy listed a number of assumptions that must be made before Petersen's formula can be used to estimate population size. In this article, Racine examines two of these assumptions (Meara & Olmos Alcoy, 2010, p. 226): (1) The population needs to remain constant. The fish must have an equal chance of being caught at Time 1 and at Time 2; and (2) The means of collection must be reasonable. That is, there must be a trap that catches the fish to be counted, and the area in which the fish are caught must be somewhat representative of the river as a whole. In the words of the authors: "If these assumptions do not hold, then the model will not work" (p. 226). Unfortunately, in applying the model to productive vocabulary, the authors seem to have ignored their own stipulation. This is the case in both the design of the experiment and in the interpretation of the results.
Readings on L2 Reading: Publications in Other Venues 2010-2011
Author: Brantmeier, Cindy, Ed.
Date: 2011-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading,Second Language Learning,English (Second Language),Case Studies,Reading Strategies,Vocabulary,Vowels,Bilingual Education,Phonological Awareness,Prior Learning,Hypermedia,Evaluation,Reading Skills,Intervention

This feature offers an archive of articles and books published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order by author, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
The iEvaluate OSD Guidelines and Exemplars: A Disability Services Evaluation Tool
Author: Dukes, Lyman, III
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Program Evaluation,Disabilities,Program Effectiveness,Colleges,Measures (Individuals),Questionnaires,Surveys,Delphi Technique,Academic Accommodations (Disabilities)

Program evaluation is rapidly becoming the norm in higher education and this includes disability services. Postsecondary institutions increasingly encourage disability service programs to demonstrate accountability specified through appropriate benchmarks. However, professionals in disability service offices typically report that while they understand and value the need to evaluate their programming, they are often too overwhelmed with the daily needs of individual students to find the time to engage in program evaluation (Goodin, Parker, Shaw, & McGuire, 2004). Experts in service provision for students with disabilities at the postsecondary level were asked to participate in a study that would culminate in an assessment tool for the purpose of evaluating a disability services office. The outcome of the study is the iEvaluate OSD assessment instrument. Included as an appendix is an iEvaluate OSD evaluation form that can be reproduced free of charge for office evaluation purposes.
Facing Challenges: Experiences of Young Women with Disabilities Attending a Canadian University
Author: Erten, Ozlem
Date: 2011-00-00
Type: Journal Articles
Subjects: Individual Characteristics,Learning Disabilities,Focus Groups,Foreign Countries,Females,College Students,Qualitative Research,Attitudes toward Disabilities,Educational Experience,Academic Accommodations (Disabilities),Attention Deficit Disorders,Student Attitudes

This qualitative study examines the perspectives of students with disabilities studying at a postsecondary institution in Canada. Seven female students, five of them with learning disabilities, participated in focus group meetings and shared their experiences of studying at a university. Both individual characteristics, such as disability-specific needs, and contextual factors, including attitudes of faculty members and peers, were reported as barriers affecting students' full participation to university life. Participants reported that the Office for Students with Disabilities acted as an important support mechanism at the overall school-level. Findings indicate that postsecondary institutions should support students with disabilities not only by providing accommodations but also by addressing hidden attitudinal barriers to enable equal participation opportunities for all. Some recommendations for creating a barrier-free school community are made based on the suggestions of the participants. (Contains 1 table.)
An Examination of the Effects of ADHD Coaching on University Students' Executive Functioning
Author: Parker, David R.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Grade Point Average,Attention Deficit Hyperactivity Disorder,Cognitive Processes,Cognitive Ability,Interviews,Mentors,Well Being,Student Attitudes,Self Control,Student Needs,Program Effectiveness,Goal Orientation

Seven undergraduates at a selective Midwestern university participated in a semester-long pilot study regarding the impact of ADHD coaching services on their academic experiences. Coaches in the study had extensive qualifications, including specific training to address the needs of college students with ADHD. Three major themes emerged from qualitative interviews conducted with participants. First, students reported that their goal attainment skills improved by working with their coaches. In addition, students stated that they enjoyed working with coaches, whom they found to be effective and supportive. Finally, coaching helped students achieve a greater sense of well-being and self-regulation. These findings from thematic analysis of interviews are supported by quantitative data including administration of the Learning and Study Strategies Inventory (LASSI), which resulted in a substantial mean gain pre/post in self-regulation, and analysis of students' grade point average data. It appears that coaching holds promise as an emerging type of academic support for college students with ADHD to promote improved executive functioning. (Contains 2 tables and 1 figure.)
The Effects of Instruction in a Paired Associates Learning Strategy as an Intervention for College Students with Learning Disabilities
Author: Cooper, Justin T.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Textbooks,Learning Disabilities,Learning Strategies,Associative Learning,Intervention,Instructional Effectiveness,Recall (Psychology),Testing,Teaching Methods,Services

A multiple probe across subjects design was used to evaluate the effectiveness of instruction in a Paired Associates Strategy provided to nine college students with learning disabilities on their ability to identify and recall important information from textbooks. Students received instruction in the strategy in the context of an on-campus disability support service center. Results of the study indicated that instruction in the Paired Associated Strategy improved students' ability to identify important information from textbooks, create study cards, and to recall that information in testing situations. Instructional data are presented as well as implications for future research and campus practices. (Contains 3 figures.)
Power Soccer: Experiences of Students Using Power Wheelchairs in a Collegiate Athletic Club
Author: Wessel, Roger D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Team Sports,College Athletics,Physical Activities,Clubs,Quality of Life,Physical Disabilities,Assistive Technology,Competition,Self Esteem,College Students,Interviews,Friendship,Peer Relationship

Intercollegiate athletics provides an opportunity for improving the societal perceptions and overall quality of life of physically disabled persons. Athletic opportunities in the collegiate atmosphere allow such students to be socially, psychologically, and physically engaged. This study focused on how involvement in a Power Soccer collegiate athletic club using power wheelchairs influenced the collegiate experience of physically disabled students. As a result of participating in Power Soccer, participants reported higher levels of social interactions and independence, an appreciation of the opportunity to compete and participate on a team, and an increased amount of self-confidence.
Supporting Student Athletes with Disabilities: A Case Study
Author: Weiss, Margaret P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Athletes,Disabilities,Transitional Programs,Student Needs,College Students,Coping,Student Personnel Services,Academic Support Services

Students with disabilities face tremendous change when transitioning to postsecondary education. Student athletes with disabilities face additional time and academic demands. Many universities have developed academic support programs for these student athletes. This article describes a case study of a Learning Assistance Program developed to support student athletes with disabilities and others who struggle transitioning to a Division 1 university. (Contains 1 table.)
Phoenix Rising: Bringing the Common Core State Mathematics Standards to Life
Author: Wu, Hung-Hsi
Date: 2011-00-00
Type: Journal Articles
Subjects: Textbooks,Mathematics Instruction,Mathematics,Standards,Mathematics Education,Teacher Education,Elementary Secondary Education,Multiplication,Arithmetic,Computation,Equations (Mathematics),Elementary School Mathematics,Secondary School Mathematics,Addition,Subtraction

Many sets of state and national mathematics standards have come and gone in the past two decades. The Common Core State Mathematics Standards (CCSMS), which were released in June of 2010, have been adopted by almost all states and will be phased in across the nation in 2014. The main difference between these standards and most of the others is that the CCSMS are mathematically very sound overall. They could serve--at long last--as the foundation for creating proper school mathematics textbooks and dramatically better teacher preparation. In this article, the author gives two examples of the kind of change the CCSMS (if properly implemented) will bring to the mathematics classroom. (Contains 7 footnotes and 10 endnotes.)
The Early College Challenge: Navigating Disadvantaged Students' Transition to College
Author: Rosenbaum, James E.
Date: 2011-00-00
Type: Journal Articles
Subjects: High Schools,Higher Education,Disadvantaged,Educational Change,Study Skills,Guidance,Partnerships in Education,College School Cooperation,Acceleration (Education),Student Motivation,Self Concept,College Preparation

Successful early college high schools (ECHSs) are formed through partnerships between high schools and colleges (usually community colleges). Think of it as preparation through acceleration. ECHSs enroll disadvantaged students who have not excelled with ordinary grade-level academic content and have them take college courses while still in high school. It is not easy--and it does not always work. But successful ECHSs support their students in five ways: (1) Instead of relying on student choice, ECHSs show students what content and skills they need for college and provide a "package-deal curriculum" that leads to mastery of that content and those skills; (2) Instead of assuming students are motivated, ECHSs "foster motivation" by offering incentives and bolstering students' confidence; (3) Instead of student-initiated guidance, ECHSs "keep students on track" by providing frequent mandatory guidance and closely monitoring students' progress; (4) Instead of a student-initiated college search, ECHSs "manage the transition" from high school to college; and (5) Instead of assuming that students have study skills, ECHSs explicitly "teach study skills". Like other education reforms, ECHSs have often been presented as a sure-fire way to boost student achievement. After all, these schools seem to offer a simple solution: just incorporate college courses into high school. In this article, the authors take a close look at each of the five features of successful ECHSs and show how the reality of these schools is much more complex. (Contains 3 footnotes and 66 endnotes.)
Hidalgo Sets Sail: A School District Supports All Students in Earning College Credits
Author: Nodine, Thad R.
Date: 2011-00-00
Type: Journal Articles
Subjects: High Schools,Private Schools,College Programs,College Credits,School Districts,Dual Enrollment,Higher Education,Partnerships in Education,Educational Change,College Readiness

In 2005, the Hidalgo Independent School District made an ambitious commitment. In partnership with nearby University of Texas-Pan American, the University of Texas System, the Communities Foundation of Texas/Texas High School Project, and the Bill &amp; Melinda Gates Foundation, the district promised that all of its students, not just a select group, would earn college credits before graduating from high school. This commitment by a small district in South Texas could be seen as part of a nationwide pattern: many districts are engaged in high school reform efforts to improve the college readiness of students. Many are also actively supporting dual enrollment in college classes for motivated students. But Hidalgo appears to be the first comprehensive public school district in the United States to expect all students to earn college credits--including credits in career-focused college programs--while in high school. The demographics of Hidalgo's student body--99 percent Hispanic, 89 percent economically disadvantaged, and 53 percent English language learner--make this commitment even more remarkable. The story of how this district took up the mantle of providing college credits for all its students--and how students and families responded--says a lot about the priorities of &quot;this little treasure on the border,&quot; as the district has become known. (Contains 6 footnotes.)
The Professional Educator: Pittsburgh's Winning Partnership
Author: Hamill, Sean D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Unions,Teachers,Partnerships in Education,Public Schools,Cooperation,School Districts,Professional Development,Evaluation

Professional educators--whether in the classroom, library, counseling center, or anywhere in between--share one overarching goal: seeing all students succeed in school and life. In this regular feature, the work of professional educators is explored--not just their accomplishments, but also their challenges--so that the lessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success. This story of the partnership between the Pittsburgh Public Schools and the Pittsburgh Federation of Teachers offers a powerful counterpoint to the current rhetoric about district-union relations. At its core, the story is deceptively simple. District and union leadership modeled a new way of partnering. Successive, successful collaborations on issues that grew in complexity built trust, capacity, and a sense of possibility. A commitment to focus on vision and problem solving created space for creativity. And engaging teachers at every step in the work built ownership, leveraged expertise, and led to better results for teachers, the system, the union, and, most importantly, for students and their learning. There are important lessons to be learned from Pittsburgh's transformation from traditional, adversarial management-labor relations to the productive partnership that exists today.
Getting It Right from the Start: The Case for Early Parenthood Education
Author: Sticht, Thomas G.
Date: 2011-00-00
Type: Journal Articles
Subjects: Parenthood Education,Early Childhood Education,Child Rearing,Young Children,Early Parenthood,Parents,Intervention,Literacy,Academic Achievement

The idea that families need to provide enriching educational activities is not new. In 1908, Edmund Burke Huey, regarded as "one of the foremost leaders" in educating children with learning disabilities, wrote, "The school of the future will have as one of its important duties the instruction of parents in the means of assisting the child's natural learning in the home." This insight was just one of many in his classic work "The Psychology and Pedagogy of Reading," a 500-page book so highly regarded that it was reprinted by the MIT Press in 1968 and again by the International Reading Association in 2009. Today, a substantial body of scientific evidence supports Huey's call for the instruction of parents in the means of improving children's learning at home, and therefore their learning at school. Much of this evidence comes from the best research in early childhood education and, in particular, one recurring finding: the most effective early childhood education programs include "early parenthood education." The results of studies of major early childhood education programs suggest that some of the long-term academic and social outcomes of early childhood education result not so much from the direct education of the children, but rather from education provided to highly disadvantaged parents. Changes in parenting help explain why relatively short-term education programs for children could sustain them through school, and into adulthood. Better parenting provides a long-term educational intervention for children. In this article, the author takes a closer look at why Huey concluded that schools would need to teach many parents to facilitate learning at home. As Huey understood--and cognitive scientists have since demonstrated--literacy follows oracy, so parents who foster their young children's listening, speaking, vocabulary, and knowledge are also fostering success in school. (Contains 1 footnote and 16 endnotes.)