ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Iconicity in Linking Language to World: Evidence from Sign Language Input
Author: Pernis, Pamela
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Sign Language,Language Acquisition,Semiotics,Child Language,Children,Linguistic Input,Deafness

Most research on the mechanisms underlying referential mapping has assumed that learning occurs in ostensive contexts, where label and referent co-­occur, and that form and meaning are linked by arbitrary convention alone. In the present study, we focus on &quot;iconicity&quot; in language, i.e. resemblance relationships between form and meaning, and on &quot;non-­ostensive&quot; contexts, where label and referent do not co-occur. We approach the question of language learning from the perspective of the language input. Specifically, we look at child­-directed language (CDL) in British Sign Language (BSL), a language rich in iconicity due to the affordances of the visual modality. We ask whether child­-directed signing exploits iconicity in the language by highlighting the similarity mapping between form and referent. We find that CDL modifications occur more often with iconic signs than with non­-iconic signs. Crucially, for iconic signs, modifications are more frequent in non­-ostensive contexts than in ostensive contexts. Furthermore, we find that pointing dominates in ostensive contexts, and suggest that caregivers adjust the semiotic resources recruited in CDL to context. These findings offer first evidence for a role of iconicity in the language input and suggest that iconicity may be involved in referential mapping and language learning, particularly in non­-ostensive contexts. [This paper was published in &quot;Developmental Science&quot; p1-23 2017]
Transforming Learning Spaces for Multilingual Interaction: The Outcomes of a Workshop Delivered at the 2020 eLearning Symposium
Author: Goria, Cecilia
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Space Utilization,Multilingualism,Interaction,Technology Integration,Student Centered Learning,Electronic Learning,Cooperative Learning,Creativity,Second Language Learning,Learning Resources Centers,Educational Facilities Design,Foreign Countries,Graduate Students,College Faculty,Workshops

The design of innovative learning spaces currently affects different educational sectors, including university teaching and learning. A parallel can be identified between the weakening of the specialisation of spaces for formal, informal, life-long learning, social interaction, and leisure and the blurring of the boundaries between work/learning and social engagement. Furthermore, a user-centred approach to space design mirrors the ongoing development towards student-centred education, and the emphasis on making these spaces digitally competitive equally reflects the increasing integration of technologies in teaching and learning. This contribution is the report of a workshop delivered at the eLearning Symposium, 24th January 2020, Southampton, which explored possible designs for a learning space conducive to multilingual communication, collaboration, and creativity. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
Web-Based and Interactive Italian Blended Learning Course: Embedded Apps and Tools in a Structured Learning Process
Author: Capitani, Laura
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Computer Software,Blended Learning,Second Language Learning,Second Language Instruction,Teaching Methods,Italian,Distance Education,Material Development,Web Based Instruction,Videoconferencing,Independent Study,Oral Language,Guides,Instructional Materials,Universities,Course Descriptions,Foreign Countries

'Web-based and Interactive Italian' is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
Integrating MOOCs into Traditional UK Higher Education: Lessons Learnt from MOOC-Blend Practitioners
Author: de Lima Guedes, Karla K.
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Online Courses,Open Education,Technology Integration,Higher Education,Foreign Countries,Blended Learning,Synchronous Communication,Lecture Method,College Faculty,Teacher Attitudes,Global Approach,Learner Engagement,Adoption (Ideas)

Tertiary teaching is going through transformations as a result of web affordances, open access, and online learning platforms, such as Massive Open Online Courses (MOOCs). Some academics are taking advantage of MOOCs by integrating them into their teaching practice. This study investigates why some UK lecturers are blending MOOCs into their Face-to-Face (F2F) lecture-based teaching, how they are using them, and what they have learnt from the experience. Semi-structured interviews were conducted with six lecturers who had the experience of integrating MOOCs into their teaching. Data analysis shows that academics have a wide range of reasons for adopting this practice, with the most common reason being giving students a platform to engage in global communities and international conversations. Results generated both an understanding of why some academics are using MOOCs in their teaching practice, and a list of practical advice for MOOC-based blending novices. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
Task-Based Language Learning through Digital Storytelling in a Blended Learning Environment
Author: Meri-Yilan, Serpil
Date: 2020-08-10
Type: Speeches/Meeting Papers
Subjects: Task Analysis,Blended Learning,Teaching Methods,Oral Language,Second Language Instruction,Second Language Learning,Story Telling,College Students,Computer Mediated Communication,Peer Relationship,Student Attitudes,Classroom Communication,Comparative Analysis,Speech Communication,Foreign Countries,English (Second Language)

This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others' DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer's performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts. [For the complete volume, &quot;Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design,&quot; see ED607129.]
U.S. Department of Education FY 2012 Agency Financial Report
Author: Department of Education (ED), Office of the Chief Financial Officer (OCFO)
Date: 2012-11-16
Type: Reports - Descriptive
Subjects: Educational Finance,State Departments of Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Higher Education,Grants,Equal Education,Educational Change,Student Financial Aid,Federal Aid,Federal Programs,Federal Government,Strategic Planning,Performance,Early Childhood Education,Adult Education,Vocational Education,Postsecondary Education,Educational Improvement,Teacher Effectiveness,School Turnaround,Data Use,College Readiness,Career Readiness,Paying for College,STEM Education,Veterans Education,Job Training,Academic Achievement,Student Loan Programs,Incentives,Neighborhoods,Intervention,Child Development,Civil Rights,Data Collection,Human Capital,Integrity,Income,Budgets,Expenditures,Fringe Benefits,Employees,Operating Expenses,Debt (Financial),Legal Responsibility

The United States Department of Education's (the Department's) &quot;Agency Financial Report&quot; (AFR) for fiscal year (FY) 2012 provides an overview of the Department's financial performance and results and detailed information about the Department's stewardship over the financial resources entrusted to it. Additionally, as required by the Office of Management and Budget's Circulars A-11 and A-136, the report provides information about the Department's performance as an organization, its accomplishments and initiatives, and challenges. The AFR is organized into three major sections: (1) The Management's Discussion and Analysis section provides executive-level information on the Department's history, mission, organization, key activities, analysis of financial statements, systems, controls and legal compliance, accomplishments for the fiscal year, and management and performance challenges facing the Department; (2) The Financial Details section provides a Message from the Chief Financial Officer, consolidated and combined financial statements, the Department's notes to the financial statements, and the Report of Independent Auditors; and (3) The Other Accompanying Information section provides improper payments reporting details and other statutory reporting requirements.
U.S. Department of Education FY 2013 Agency Financial Report
Author: Department of Education (ED), Office of the Chief Financial Officer (OCFO)
Date: 2013-12-11
Type: Reports - Descriptive
Subjects: Educational Finance,State Departments of Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Higher Education,Grants,Equal Education,Educational Change,Student Financial Aid,Federal Aid,Federal Programs,Federal Government,Strategic Planning,Performance,Early Childhood Education,Adult Education,Vocational Education,Postsecondary Education,Educational Improvement,Teacher Effectiveness,School Turnaround,Data Use,College Readiness,Career Readiness,Paying for College,STEM Education,Veterans Education,Job Training,Academic Achievement,Student Loan Programs,Incentives,Neighborhoods,Intervention,Child Development,Civil Rights,Data Collection,Human Capital,Integrity,Income,Budgets,Expenditures,Fringe Benefits,Employees,Operating Expenses,Debt (Financial),Legal Responsibility

The purpose of the United States Department of Education's (the Department) FY 2013 &quot;Agency Financial Report&quot; (AFR) is to assist Congress, the President, and the American people to assess the Department's stewardship over resources with which it is entrusted. This annual report is required by legislation and complies with the requirements of the Office of Management and Budget's Circulars A-11, &quot;Preparation, Submission, and Execution of the Budget,&quot; and A-136, &quot;Financial Reporting Requirements.&quot; Federal Student Aid, a principal office of the Department and a designated Performance-Based Organization, is required by legislation to produce a separate Annual Report, which details Federal Student Aid's financial and program performance. A summary of the information included in the &quot;Federal Student Aid Annual Report&quot; can be found in the applicable sections of the Department's AFR. The AFR is organized into four major sections: (1) Management's Discussion and Analysis: This section provides information about the Department's mission and organizational structure, our high-level performance results, financial highlights, and management assurances regarding internal controls; (2) Financial Section: This section provides a message from the Chief Financial Officer, the financial statements and notes, required supplementary information and required supplementary stewardship information, and the report from our independent auditors; (3) Other Information: This section provides improper payments reporting details, the schedule of spending, a summary of financial statement audit and management assurance, and the Office of Inspector General's Management and Performance Challenges for Fiscal Year 2014 Executive Summary; and (4) Appendices: This section provides a listing of selected Department web links and education resources and a glossary of acronyms and abbreviations. [For the 2012 Agency Financial Report, see ED607146.]
2020 KIDS COUNT in Colorado! Creating a Path Forward for Colorado&apos;s Kids
Author: Hughes, Sarah
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Children,Poverty,Child Health,Early Childhood Education,Child Development,Elementary Secondary Education,Preschool Education,Educational Quality,Access to Education,Well Being,Barriers,Kindergarten,Demography,Population Trends,Family Programs,Federal Programs,Welfare Services,Housing,Health Insurance,Infants,Mothers,Substance Abuse,Adolescents,Smoking,Suicide,Violence,Weapons,Early Experience,Child Care,Educational Finance,Public Schools,State Aid,Teacher Salaries,Electronic Learning,Academic Achievement,Graduation Rate

The 2020 edition of &quot;KIDS COUNT in Colorado!&quot; examines the current state of preschool in Colorado--the need, the access, and the opportunity--as lawmakers consider expanding access to the Colorado Preschool Program and Governor Jared Polis calls for improved access to quality preschool statewide. This 27th edition of the annual focus on well-being of Colorado children and families provides a foundation of data and research to guide the policy making of state and local leaders. This year's report, &quot;Creating a Path Forward for Colorado's Kids,&quot; explores what a significant expansion in preschool access would mean to Colorado's young children. Researchers examined barriers to quality early learning faced by kids with the most obstacles to learning--and how an expansion toward a universal system should put them first. The report is produced by the Colorado Children's Campaign as part of the national KIDS COUNT project. It includes data for every county in Colorado on child demographics, economic security, health, early childhood and K-12 education. [For the 2019 report, see ED603087.]
The Future of Work: How America Can Meet the Upskilling Challenge. 2020 Solutions Brief. Sustaining Capitalism
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Job Skills,Employment Qualifications,Labor Market,Labor Needs,Job Training,Skill Development,Agency Cooperation,Employers,On the Job Training,Access to Information,Eligibility,Models,Geographic Regions,Taxes,Public Policy,Automation,Career Development,At Risk Persons,Economic Factors,Access to Education,Incentives

While the nation is enjoying its longest economic expansion on record and its lowest unemployment rate in 50 years, anxiety persists about how American businesses and workers will be affected by future changes in the labor market. Speculation about the &quot;future of work&quot; is typically centered on how new or emerging technologies could potentially change which skills are in demand, what jobs exist, which sectors will thrive or shrink, and how employee-employer relationships may shift. But changes in demographics and globalization, as well as in politics, culture, and society, will also be critical in determining where the world of work is headed. Public policy commentary on how to prepare for the uncertain future of work is neither new nor limited to the US. But given both potential opportunities and downside risks, as well as the long-term consequences of a failure to prepare, business leaders and policy makers must better position US workers to contribute to and share in growing prosperity in the years ahead. Today, efforts to better position US workers are being approached and funded in disparate ways. What is urgently needed is for public and private sector leaders to devise a comprehensive, collaborative strategy centered around forecasting skill needs, partnerships between business and academia, better matching supply and demand, job training, retraining, and upskilling. This report helps to lay out reasoned analysis and approaches for delivering a US job training system that more effectively helps workers achieve their goals and helps the nation field a more modern, highly skilled workforce.
Moderators of School Intervention Outcomes for Children with Autism Spectrum Disorder
Author: Lopata, Christopher
Date: 2020-05-01
Type: Reports - Research
Subjects: Outcomes of Treatment,Intervention,Elementary School Students,Autism,Pervasive Developmental Disorders,Social Cognition,Interpersonal Communication,Communication Skills,Symptoms (Individual Disorders),Randomized Controlled Trials,Outcome Measures

A prior cluster randomized controlled trial (RCT) compared outcomes for a comprehensive school intervention (schoolMAX) to typical educational programming (services-as-usual [SAU]) for 103 children with autism spectrum disorder (ASD) without intellectual disability. The schoolMAX intervention was superior to SAU in improving social-cognitive understanding (emotion-recognition), social/social-communication skills, and ASD-related impairment (symptoms). In the current study, a range of demographic, clinical, and school variables were tested as potential moderators of treatment outcomes from the prior RCT. Moderation effects were not evident in demographics, child IQ, language, or ASD diagnostic symptoms, or school SES. Baseline externalizing symptoms moderated the outcome of social-cognitive understanding and adaptive skills moderated the outcome of ASD-related symptoms (no other comorbid symptoms or adaptive skills ratings moderated outcomes on the three measures). Overall, findings suggest that the main effects of treatment were, with two exceptions, unaffected by third variables. [This paper was published in &quot;Journal of Abnormal Child Psychology&quot; v48 p1105-1114 May 2020.]
The FUTURE Act (P.L. 116-91): Amendments to the Higher Education Act and Internal Revenue Code. CRS Report R46400, Version 1
Author: Collins, Benjamin
Date: 2020-06-09
Type: Reports - Descriptive
Subjects: Federal Legislation,Higher Education,Educational Legislation,Undergraduate Students,Educational Finance,Grants,Black Colleges,Taxes,Federal Programs,Student Financial Aid,Disclosure,Loan Repayment,Eligibility

In December 2019, Congress enacted and the President signed the Fostering Undergraduate Talent by Unlocking Resources for Education Act (FUTURE Act; P.L. 116-91). The law The law amends the Higher Education Act (HEA) to permanently authorize mandatory funding for grant programs to support HBCUs and MSIs. Authorization for this funding had expired after FY2019. Under the FUTURE Act, $255 million in annual mandatory funding is authorized for &quot;fiscal year 2020 and each fiscal year thereafter.&quot; It also amends the HEA and the Internal Revenue Code (IRC) to specify a process through which the IRS may be granted authorization to disclose limited information to specified authorized personsfor the administration of certain federal student aid programs and other authorized purposes. Uponthe Secretary of Education requesting and certifying that an individual and any applicable family members have approved the disclosure of theirtax return information, the Secretary of the Treasury may provide their return information to any authorized person. The termauthorized person is defined as any person who is a Department of Education (ED) officer, employee, or contractor and is specifically authorized and designated by the Secretary of Education to receive return information for the applicable permitted purpose under the law. Prior to this amendment, the IRS could not readily share return information directly with ED or associated parties. The law further amends the HEA to fully implement the disclosure process. The changes made by the FUTURE Act focus on three aspects of applying for and certifying eligibility for federal student aid benefits: (1) Applications and recertification for income-contingent or income-based repayment plans; (2) Post-discharge earnings monitoring under total and permanent disability (TPD) discharge; and (3) Completion of the Free Application for Federal Student Aid (FAFSA) and determination of eligibility for and the amount of federal student financial aid. Finally the law increases mandatory appropriations for Pell Grants by $25 million in FY2020 and each succeeding fiscal year.
Deaf and Hearing Children&apos;s Picture Naming: Impact of Age of Acquisition and Language Modality on Representational Gesture
Author: Thompson, Robin
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Deafness,Children,Pictorial Stimuli,Naming,Nonverbal Communication,Sign Language,English,Vocabulary Development,Language Acquisition

Stefanini, Bello, Caselli, Iverson &amp; Volterra (2009) reported that Italian 24-36 month old children use a high proportion of representational gestures to accompany their spoken responses when labelling pictures. The two studies reported here used the same naming task with (1) typically developing 24-46 month old hearing children acquiring English and (2) deaf children of deaf and hearing parents aged 24-63 months acquiring British Sign Language (BSL) and spoken English. In Study 1 children scored within the range of correct spoken responses previously reported, but produced very few representational gestures. However, when they did gesture they expressed the same action meanings as reported in previous research. The action bias was also observed in deaf children of hearing parents in Study 2, who labelled pictures with signs, spoken words and gestures. The deaf group with deaf parents used BSL almost exclusively with few additional gestures. The function of representational gestures in spoken and signed vocabulary development is considered in relation to differences between native and non-native sign language acquisition. [This paper was published in &quot;Language, Interaction and Acquisition&quot; v8 n1 p69-88 2017.]
Are EL-Only Instructors in K-12 Required to Hold a Specialist Certification or Endorsement? 50-State Comparison: English Learner Policies
Author: Education Commission of the States
Date: 2020-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Language Teachers,Teacher Certification,Specialists,Federal Legislation,Educational Legislation,Faculty Development

Research indicates English learners perform best when teachers are required to have state certification to teach English as a Second Language (ESL), English to Speakers of Other Languages (ESOL), bilingual or other type. At least 39 states provide for training, professional development, teaching standards, certification or endorsements for EL-specific teachers in statute or regulation. In some states, certification and endorsements are required. In other states, endorsements and certification are available, but it is unclear whether it is required. [View the full &quot;50-State Comparison: English Learner Policies&quot; here: https://www.ecs.org/50-state-comparison-english-learner-policies.]