ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Low Ability Learners in a Tertiary Level Compulsory English Programme Using CEFR Based Online Language Software
Author: Lynch, Gavin
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Software,Second Language Instruction,Second Language Learning,Foreign Countries,English (Second Language),Student Placement,Language Tests,Classroom Techniques,Language Aptitude,Computer Assisted Instruction,Online Courses,Higher Education,Low Achievement,College Freshmen,Required Courses

This report describes the processes, methods and results of using language software based on the Common European Framework of Reference for Languages (CEFR) in a tertiary level institute in Japan in order to facilitate the learning of low ability learners of English. None of the learners were English majors, all were between the ages of 18 and 20, and the classes were compulsory. Approximately 100 learners were divided into four classes, A, B, C and D, in order of decreasing ability, according to their performance on a placement test. This research focuses on Classes C and D. Students in these classes were all at or below the CEFR's A1 level in their English ability. Online language software was first used in order to tackle factors which were considered by Lynch (2011) to be the cause of lower performance in students in Classes C and D, namely the lack of four factors: motivation, achievable goals, concentration ability and proper classroom management. In the first year, the lowest ability class, Class D, used online software designed to teach vocabulary at level A1 of the CEFR for 25 minutes out of a 90 minute session for a total of 15 sessions, while the higher level classes were taught using traditional methods. The software was used in such a way as to tackle the four factors for lower performance, mentioned above. It was found that Class D eventually performed as well as Class C (in terms of ability shown in a CEFR-based examination) after the 15 sessions. In the second year of the study (with new participants), Classes C and D both used the computer program yet Class D performed better in terms of the quantity and knowledge of vocabulary covered. The reasons for this are discussed in this paper with particular attention paid to difficult to control classroom circumstances. One significant difference between the classes was the achievement targets set by teachers, with the lowest ability class, Class D, having a target being only half of that set for the next higher class up, Class C. Despite this, the Class D average performance was significantly higher than that of Class C. We present our hypotheses for the above results in this paper, and it is hoped that it will be useful for other teachers of low ability language learners using CALL in the classroom. (Contains 1 table.)
For-Profit Colleges: Growth, Outcomes, Regulation. Research Brief. October 2013
Author: Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Date: 2013-10-00
Type: Reports - Research
Subjects: Proprietary Schools,Colleges,Enrollment,College Students,Student Characteristics,Student Costs,Student Loan Programs,Loan Default,Educational Attainment,Enrollment Influences,Community Colleges,Crowding,Student Recruitment,Vocational Education,Federal Regulation,Student Financial Aid,Federal Aid,Educational Legislation,Federal Legislation,Employment,Education Work Relationship

For-profit, or proprietary, colleges are the fastest growing postsecondary schools in the nation, enrolling a disproportionately high share of disadvantaged and minority students and those ill-prepared for college. Because these schools--many of them big national chains--derive most of their revenue from taxpayer-funded student financial aid, they are of interest to policymakers both for the role they play in higher education and for the value they provide to students and to society. For-profit colleges primarily offer certificates and associate degrees in career-oriented programs, but they are also rapidly expanding their presence in the bachelor's degree market. While public colleges and universities have struggled to meet increasing enrollment demand in the face of state funding constraints, for-profit colleges have grown to meet student demand and have taken advantage of expanded federal student aid, which almost tripled to $121 billion between 2000-01 and 2010-11. In 2010-11, for-profit colleges enrolled 2.4 million students, or about 12 percent of all postsecondary students--more than three times as many as they enrolled in 2000-01. Large national chains of for-profit schools are responsible for nearly 90 percent of this growth. Based primarily on a report by Center for Analysis of Postsecondary Education and Employment (CAPSEE) researchers, this brief examines the growth of for-profit colleges, why students enroll in for-profit institutions, the outcomes of students who attend for-profits, and the current federal policies that govern these institutions. (Contains 4 figures, 1 table, and 20 endnotes.) [The information provided in this brief is based primarily on the chapter &quot;For Profit Colleges&quot; by David Deming, Claudia Goldin, and Lawrence Katz in &quot;The Future of Children&quot; (Spring, 2013), Vol. 23, No. 1.]
Improving Students' College Math Readiness: A Review of the Evidence on Postsecondary Interventions and Reforms. A CAPSEE Working Paper
Author: Hodara, Michelle
Date: 2013-07-00
Type: Information Analyses
Subjects: High School Students,College Bound Students,College Preparation,Mathematics Instruction,Developmental Programs,Remedial Instruction,High School Graduates,Needs Assessment,Intervention,Summer Programs,Transitional Programs,Cost Effectiveness,Educational Change,Change Strategies,Communities of Practice,Learning Modules,Mainstreaming,Cooperative Learning,Computer Assisted Instruction,STEM Education

This paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college. Based on gaps in the research knowledge, it also provides recommendations for further inquiry in particular areas. The studies reviewed here are selected from research conducted by the Community College Research Center (CCRC) and the National Center for Postsecondary Research (NCPR), from searches of the Education Full Text database for peer-reviewed articles, and from searches of Google Scholar for high-quality reports. The two key criteria for inclusion in the review are that (1) the study in question focuses on (a) an early assessment program in math; (b) a math bridge, boot camp, or brush-up; (c) a reform of developmental math; or (d) improvements to math instruction; and that (2) at least one of the study's outcomes is related to changes in math or college performance. To evaluate the evidence, I report on each study's design and findings. I also calculate each intervention's effect size and categorize the effect size to compare impacts across the studies under review. Overall, the evidence is limited, but some of the interventions and reforms appear promising. The evidence on early assessment is minimal. The evidence on bridges, boot camps, and brush-ups suggests that short-term programs may only have short-term impacts. The evidence on different models of developmental reform varies depending on the reform model. For dominant models, it is positive (for compression models), insignificant (for learning communities), or negative (for modularization). For less prevalent models, it is positive (for mainstreaming) or needs further research (for statistics pathways). In terms of innovations that are strictly pedagogical, the strongest positive evidence is found for using structured forms of student collaboration and for building conceptual understanding through the use of multiple representations when teaching and solving problems. The evidence on computer-mediated instruction in the developmental math classroom is very mixed, with some studies finding positive effects and others finding negative effects. Appended are: (1) Search Strategy and Inclusion Criteria; and (2) Summary of Studies. (Contains 2 tables and 11 footnotes.)
Digital Literature: Finding New Ways to Motivate Students to Read Brazilian Literature Electronic Books
Author: Barbosa, Vania Soares
Date: 2012-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Publishing,Reading Motivation,Teaching Methods,Computer Uses in Education,Computer Literacy,Access to Computers,Questionnaires,High School Students,Language Arts,Reading Material Selection,Internet,Portuguese

This quantitative and qualitative study is aimed to diagnose and promote the use of new technologies in teaching literature reading in Public (State) Schools, assessing materials accessibility and computer skills. The research consisted of three distinct steps: (1) A survey to detect teachers' and students' computer skills, their use of computers and accessibility; (2) Search and list websites where users can either read or download Brazilian literature books; and (3) Workshops on where and how to access these books. This research is also intended to reflect upon electronic books and their impact on reading.
District Results for the 2013 Mathematics and Reading Assessments. Executive Summary
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Urban Schools,School Districts,National Competency Tests,Mathematics Achievement,Reading Achievement,Mathematics Tests,Reading Tests,Achievement Gains,Urban Areas,Grade 4,Grade 8,Public Schools,Elementary School Students,Middle School Students,Scores,White Students,African American Students,Hispanic American Students,Test Score Decline,Comparative Analysis

NAEP Trial Urban District Assessment (TUDA) results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. The assessments administered in TUDA are exactly the same as those given nationally and use identical administration procedures. Changes in students' performance over time are noted only if the differences in scores or percentages are determined to be statistically significant. This executive summary highlights study results in the following areas: (1) Have students in urban districts made progress since 2011? (2) Which student groups are making progress in urban districts? and (3) How are students in urban districts performing? [For the full report, see ED544551.]
What Works Clearinghouse Quick Review: &quot;Incentives, Selection, and Teacher Performance: Evidence from IMPACT&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Public Schools,Public School Teachers,Teacher Effectiveness,Compensation (Remuneration),Teacher Dismissal,Teacher Persistence,Incentives,Urban Schools,Faculty Mobility,Educational Research

This study examined the effect of IMPACT on teacher retention and performance. IMPACT is a high-stakes teacher evaluation system used in the District of Columbia public schools that gives teachers scores reflecting their performance in the classroom and the achievement of their students. Based on these scores, teachers were assigned to one of four groups: Highly Effective, Effective, Minimally Effective, and Ineffective. Highly Effective teachers received sizeable increases in compensation, Ineffective teachers were immediately dismissed, and Minimally Effective teachers were scheduled for dismissal if improvement did not occur in one year. Additional information related to sample attrition is needed from the authors to determine whether this study can &quot;meet WWC standards without reservations.&quot; A more thorough review (forthcoming) will determine the WWC study rating and will provide additional details about the study findings. [The following study is reviewed in this &quot;Quick Review&quot;: Dee, T., &amp; Wyckoff, J. (2013). &quot;Incentives, selection, and teacher performance: Evidence fromIMPACT&quot; (NBER Working Paper 19529). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org. (See ED544547.) This quick review was prepared for the What Works Clearinghouse by Mathematica Policy Research under contract ED-IES-13-C-0010.]
What Works Clearinghouse Quick Review: &quot;Evaluation of the College Possible Program: Results from a Randomized Controlled Trial&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: After School Programs,High School Students,Low Income Groups,Test Preparation,College Entrance Examinations,College Preparation,Program Evaluation,Program Effectiveness,Enrollment,College Applicants,Admissions Counseling,Educational Research

This study investigated the effect of the &quot;College Possible&quot; program, which is designed to serve low-income high school students. &quot;College Possible&quot; provides a 2-year afterschool curriculum to high school juniors and seniors that includes SAT and ACT test preparation services, college admissions and financial aid consulting, and guidance on the transition to college. The study author reported that there was a statistically significant effect of the &quot;College Possible&quot; program on the total number of college applications submitted. However, the author reported no statistically significant effect of the intervention on ACT scores. This report covers two distinct studies. One appears to be a randomized controlled trial with low attrition, and as such, it could &quot;meet WWC evidence standards without reservations.&quot; However, more information is needed from the study author regarding the randomization process before a rating can be given. The other study is a regression discontinuity design that &quot;does not meet WWC evidence standards&quot; because the forcing variable does not have a sufficient number of unique values. A more thorough review (forthcoming) will determine the final study rating and will report more fully on its results. [The following study is reviewed in this &quot;Quick Review&quot;: Avery, C. (2013). &quot;Evaluation of the College Possible program: Results from a randomized controlled trial&quot; (NBER Working Paper 19562). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org (See ED544548). This quick review was prepared for the What Works Clearinghouse by Development Services Group, Inc. under contract ED-IES-12-C-0084.]
The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Research
Subjects: Urban Schools,School Districts,National Competency Tests,Mathematics Achievement,Reading Achievement,Mathematics Tests,Reading Tests,Achievement Gains,Urban Areas,Grade 4,Grade 8,Public Schools,Elementary School Students,Middle School Students,Scores,Comparative Analysis,White Students,African American Students,Hispanic American Students,Low Income Groups,Test Score Decline

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. The TUDA focuses attention on urban education and measures educational progress within participating large urban districts. TUDA results are based on the same mathematics and reading assessments used to report national and state results, thus allowing students' performance in the 21 participating districts to be compared to the performance of their peers in the nation's large cities as well as their home state. The NAEP mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. The NAEP reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. Student performance is reported as average scores on separate 0 to 500 scales in mathematics and reading, and as percentages of students performing at or above three achievement levels (Basic, Proficient, and Advanced). Changes in students' performance over time are noted only if the differences in scores or percentages are determined to be statistically significant (p less than 0.05). This report provides the results of the 2013 assessments in mathematics and reading at grades 4 and 8 in the following areas: (1) performance of large cities; (2) performance of urban districts; (3) progress of urban districts; and (4) progress of various student groups in urban districts. (Contains 2 tables and 5 figures.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-13 C-0017 with Educational Testing Service. For the executive summary, see ED544546.]
National Center for Education Research Publication Handbook: Publications from Funded Education Research Grants, FY 2002 to FY 2013
Author: National Center for Education Research (ED)
Date: 2013-11-00
Type: Reference Materials - Bibliographies
Subjects: Educational Research,Publications,Grants,Federal Aid,Early Childhood Education,Instructional Leadership,Educational Policy,Educational Finance,Educational Technology,Teacher Effectiveness,English Language Learners,Program Evaluation,Educational Improvement,Intervention,Adolescents,Adult Students,Literacy Education,Mathematics Education,Science Education,Middle Schools,High Schools,Educational Change,Postsecondary Education,Adult Education,Preschool Curriculum,Curriculum Evaluation,Reading,Writing (Composition),Social Environment,Social Development,Research Methodology,Statistical Analysis,Elementary Education,Cognitive Processes,Learning,Educational Administration,Student Behavior,Research and Development Centers,Research Projects,Public Agencies

Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER's education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The portfolio of research includes cognition, social and behavioral research, math, science, reading, writing, school systems and policies, teacher quality, statistical and research methods, just to name a few. Each year, our grantees are contributing to the wealth of knowledge across disciplines. Presented herein is a listing of the publications that these grants have contributed along with a full listing of all the projects funded through NCER's education research grant programs from 2002 to 2013. The publications are presented according to the topic area and arranged by the year that the grant was awarded. Where applicable, related grant projects and project websites are noted and links to publications that are listed in the IES ERIC database are provided. For grants that do not yet have associated publications in press or published, the word &quot;Publications&quot; is used as a placeholder to denote where future publications will occur during updates to this document.
What Works Clearinghouse Quick Review: &quot;Daily Online Testing in Large Classes: Boosting College Performance While Reducing AchievementGaps&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Tests,College Students,Psychology,Introductory Courses,Higher Education,Computer Assisted Testing,Internet,Academic Achievement,Achievement Gap,Comparative Analysis,Statistical Significance,Cohort Analysis,Quasiexperimental Design,Control Groups,Experimental Groups,Class Size

This study investigated the effect of daily quizzes on the performance of college students. Students in an introductory psychology course used their own wireless-enabled devices to take short Internet-based quizzes at the beginning of every class. The quiz items were drawn approximately equally from material covered in the readings and the lectures. The study authors examined impacts of the daily quizzes on student performance in the psychology course in addition to other classes taken during the same semester and during the semester following the introductory psychology class. The findings indicated that there was a nearly statistically significant effect (p = 0.06) of the daily quizzes on student performance in introductory psychology. This study is a cohort-based quasi-experiment, and as such could &quot;meet WWC evidence standards with reservations.&quot; However, more information is needed from the study authors regarding the baseline comparability of the intervention and comparison groups before a ratingcan be given. A more thorough review (forthcoming) will determine the final study rating and report more fully on the study's results. [The following study is reviewed in this &quot;Quick Review&quot;: Pennebaker, J., Gosling, S. D., &amp; Ferrell, J. D. (2013). &quot;Daily online testing in large classes: Boosting college performance while reducing achievement gaps.&quot; &quot;PLoS One&quot; 8(11): e79774.doi:10.1371/journal.pone.007977.]