ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Learning and Child Care for Children Aged 0 to 5 Years: A Provincial/Territorial Portrait. Economic Insights. No. 099
Author: Findlay, Leanne
Date: 2019-07-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Young Children,Foreign Countries,Child Care Centers,Child Caregivers,Geographic Regions,Barriers

This article in the &quot;Economic Insights&quot; series examines participation in early learning and child care for young children in Canada. Child care is an important economic contributor for families since provision of non-parental child care is a necessity for some parents to engage in the labour market or to study. In addition, child care offers opportunities for child development and socialization. Results indicate that approximately 60% of children aged 0-5 years participate in some type of child care arrangement, be that formal (e.g., daycare centre, 52% of those in child care) or informal (e.g., care by a relative, 26% of those in child care). Some differences were found by province/territory in terms of participation, type of child care arrangement, and reasons for choosing the main child care arrangement. Approximately four in ten parents of children in child care had difficulty finding a child care arrangement. This article also provides estimates of the reasons that parents were not using any child care.
School-Sponsored Trips - The Role of the School Nurse. Position Statement. Amended
Author: Hardy, Alicen
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Extracurricular Activities,Field Trips,Intramural Athletics,Extramural Athletics,Role,School Health Services,Planning,Coordination

In 2015, the Every Student Succeeds Act (ESSA) identified the school nurse as the healthcare expert to manage students with chronic healthcare needs, including those with disabilities (ESSA, 2015). In 2011-2012 approximately 25% of children aged 6 to 17 years were reported to have a special health care need (Child Health USA, 2014). School nurses are responsible for informing educational communities about the medical needs of students so that they may safely participate in school-sponsored trips. It is the position of the National Association of School Nurses (NASN), that the registered professional school nurse (hereinafter referred to as school nurse) is the expert healthcare provider in the school setting who can support and guide students and staff in meeting the healthcare needs of students both at school and on school-sponsored trips such as extracurricular activities, field trips, intramural athletic events, and interscholastic athletic events (NASN 2016; Connecticut State Department of Education, 2014). All students, including students with special needs, have the right to participate in school-sponsored trips (U. S. Department of Education [USDE]/Office of Civil Rights [OCR], 2016). The school nurse's role is critical in planning, coordinating, and educating staff, families, and students to assure appropriate care for all students every day at school and during school-sponsored trips (NASN, 2016; Yonkaitis &amp; Shannon 2017). [This statement was adopted in June 2013, revised in January 2018, and amended in June 2019.]
Chicago Public Schools Striving Readers Initiative: Year Four Evaluation Report
Author: Simon, Alan J.
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Public Schools,Urban Schools,Reading Programs,Program Evaluation,Reading Difficulties,Reading Improvement,Outcomes of Education,Reading Instruction,Middle School Students,Individualized Instruction,Intervention,Program Implementation,Fidelity,Program Effectiveness,Content Area Reading,Computer Assisted Instruction,Case Studies

In 2005, the U.S. Department of Education's Office of Elementary and Secondary Education issued a request for proposals (RFP) for programs to improve adolescent literacy. The Department's stated goal was to improve the performance of struggling adolescent readers and help build a strong scientific research base around specific strategies to help struggling readers. In response to the RFP, the Chicago Public Schools (CPS) proposed the Chicago Striving Readers (SR) program. This five-year program aims to transform teaching and learning through a seamless, aligned approach to literacy instruction for grades 6-8 across 31 schools. The Chicago Striving Readers program uses a tiered approach to working with adolescent readers. At the start of the school year, students are classified into three groups: those meeting or exceeding state performance standards for their grade (Tier 1), struggling readers who could reach grade level with focused support in the classroom (Tier 2); and struggling readers who require long-term intensive support and customized instruction (Tier 3). All three tiers receive the benefits of a whole-school (&quot;blended&quot;4) intervention. Tiers 2 and 3 benefit from both whole-school and targeted interventions, and Tier 3 students benefit from the whole-school, targeted, and intensive interventions. This report describes the evaluation of the fourth year of implementation of the five-year Chicago Striving Readers program. The fourth year evaluation involved 29 treatment schools (16 from Cohort 1 and 13 from Cohort 2) and 30 control schools (15 per cohort).
Virtual Exchange Supporting Language and Intercultural Development: Students&apos; Perceptions
Author: Hagley, Eric
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Learner Engagement,Interaction,Peer Relationship,Computer Mediated Communication,Student Attitudes,Asynchronous Communication,Program Effectiveness,Integrated Learning Systems,International Cooperation,Foreign Countries,Cultural Awareness

Foreign Language (FL) classrooms should be places where, at a minimum, communication is taking place in the foreign language being taught and intercultural understanding is also being developed. However, in countries where the majority of students are from a single cultural background, it is often difficult to keep students on-task if they do not have to use the language they are studying. Virtual Exchange (VE) ensures students interact with their online peers in the FL, as it becomes the lingua-franca. However, student attitudes toward such VE in the FL classroom are still not fully understood. This paper researches students' attitudes toward one VE, the International Virtual Exchange Project (IVEProject). Each iteration of the IVEProject is for eight weeks. Students interact asynchronously on Moodle forums in text, audio, and video. More than 15,000 students from 15 countries have participated in at least one of the VE carried out since 2016. Online surveys are carried out at the end of each exchange. Results suggest students have an overall positive attitude toward incorporating VE into FL and intercultural classes. [For the complete proceedings, see ED600837.]
Students&apos; Perceptions about the Use of Digital Badges in an Online English Terminology Course: A Three-Year Study
Author: Iwata, Jun
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Recognition (Achievement),Information Storage,Electronic Learning,Online Courses,Credentials,Medical Students,Foreign Countries,English for Special Purposes,Vocabulary,Medicine,Course Evaluation,Student Satisfaction,Academic Achievement

In e-learning environments, 'digital badges', often referred to as 'micro-credentials', are expected to function not only as valid indicators of learner's accomplishments but also as useful tools for motivational and reward purposes (Clayton, 2012). In this study, we investigated students' perceptions about the use of digital badges in an online terminology course we had developed (Iwata et al., 2017). We hypothesized that the badges which students earned for the course would not only function as an indicator of their achievement but also help enhance their learner autonomy. Through a three-year survey on students' perceptions of their course of study in this course, we found that a large majority of students (88.3%) were satisfied with their study through this course and that most of the students (69.7%) found the use of badges helpful in confirming their course achievements. The results also showed that two-thirds of them (64.3%) found that earning badges helped motivate them toward further autonomous study. These findings indicate that the use of digital badges can provide students with opportunities to enhance their learner autonomy[For the complete proceedings, see ED600837.]
Leveraging Collaborative Work for Game-Based Language Learning
Author: Hansen, Dirk
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Game Based Learning,Cooperative Learning,Second Language Instruction,Teaching Methods,German,College Students,Scripts,Educational Games,Interaction,Cooperation,Student Attitudes

Over the past few years, language teaching has progressively evolved from teacher-fronted classroom settings to more complex, learner-centered scenarios, allowing learners to explore authentic contents, work collaboratively, and create sophisticated and socially relevant products. In addition, these processes foster language learning, increase learner engagement, and support the acquisition of competences such as critical thinking and democratic competence. In spite of these positive results, previous research has not always suggested efficient ways to properly manage classroom interaction and potentially enhance learning outcomes. Against this backdrop, this paper explores the potential of cooperation scripts as a means to leverage collaborative work and classroom interaction in complex learning scenarios. In this paper, we report on the first phase of an intervention study that was conducted with 17 university learners of German at the B2-C1 level. Survey results show that most of the students found the addition of the cooperation script to be beneficial when engaging in a complex, game-based scenario. [For the complete proceedings, see ED600837.]
Complexity and Tool Selection for Purposeful Communication in Telecollaborative Encounters
Author: Ondarra, Kristi Jauregi
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Elementary Secondary Education,Telecommunications,Educational Technology,Technology Uses in Education,Computer Simulation,Second Language Learning,Indo European Languages,Spanish,English,Foreign Countries,German,French,Oral Language,Communication Skills

When organising TeleCollaboration (TC) encounters at primary or secondary schools, especially technological and organisational complexity, alongside pedagogical issues, plays an essential role in the degree of success of the exchanges. Within the European TeCoLa project, pilot experiences have been organised using innovative but 'simple' technologies, like Padlet or Voki to more demanding and complex ones like 3D virtual worlds in OpenSim. The present paper presents the experiences of three pilot exchanges differing in complexity and reports on learners' experiences.[For the complete proceedings, see ED600837.]
Student Perceptions of Group Writing Processes and Feedback
Author: Jolley, Kym
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Writing Assignments,College Students,Writing Instruction,Preferences,Educational Technology,Technology Uses in Education,Foreign Countries,English (Second Language),Writing Skills,Collaborative Writing

In this pilot study, two second year writing classes at a university in Japan completed two group writing tasks using Microsoft Word and Google Docs. After both tasks were completed, the students (N=45) completed a short survey containing Likert scale items about their preferences when writing under the different conditions. Willing individuals also answered a second survey containing open-ended questions to gain a deeper understanding about the first survey results. Findings showed that the students preferred using Google Docs for the writing tasks due to ease of use and submission of the final document, as well as the ability to understand online written feedback from the instructor. [For the complete proceedings, see ED600837.]
Assessment of Interculturality in Online Interactions: Methodological Considerations
Author: Kanareva-Dimitrovska, Ana
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Competence,Computer Mediated Communication,Telecommunications,Technology Uses in Education,Written Language,Foreign Countries,Social Media,Web Sites,Electronic Publishing,Interpersonal Communication,Knowledge Level,Perspective Taking

In this paper, methodological issues in tracing the evidence of Intercultural Competences (IC) in online intercultural exchanges or telecollaboration are examined. The possibilities and limitations of methods for analyzing IC occurrences are explored. By considering the complementarity of methods, the study contributes to advance the methodological reflections on identifying interculturality and intercultural learning processes in technology-mediated interactions. [For the complete proceedings, see ED600837.]
Towards Sustainable Language Learning in Higher Education -- Engagement through Multimodal Approaches
Author: Korkealehto, Kirsi
Date: 2019-12-00
Type: Reports - Research
Subjects: Sustainability,English (Second Language),Business Administration Education,Diaries,Second Language Learning,Second Language Instruction,Content Analysis,Task Analysis,Learner Engagement,Course Descriptions,Student Attitudes,Blended Learning,College Students,Foreign Countries,Reflection,Teaching Methods,Multimedia Instruction

This project was conducted in a five credit course in English as a Foreign Language, which was a compulsory module in first year business administration studies. The data includes students' learning diaries and a post-course online questionnaire (N=21). The data were analysed using a content analysis method. The results indicate that the students perceived the multimodal task design as enjoyable and students' engagement was fostered by course design, teacher's activity, student's activity, and collaboration. [For the complete proceedings, see ED600837.]
SimpleApprenant: A Platform to Improve French L2 Learners&apos; Knowledge of Multiword Expressions
Author: Todirascu, Amalia
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: French,Phrase Structure,Second Language Learning,Second Language Instruction,Writing Skills,Rating Scales,Guidelines,Databases,Spelling,Natural Language Processing,Computational Linguistics,Vignettes,Computer Software,Computer Assisted Instruction,Open Source Technology,Web Based Instruction,Grammar

We present SimpleApprenant, a platform aiming to improve French L2 learners' knowledge of Multi Word Expressions (MWEs). SimpleApprenant integrates an MWE database annotated with the Common European Framework of Reference for languages (CEFR) level and several Natural Language Processing (NLP) tools: a spelling checker, a parser, and a set of transformation rules. NLP tools and resources are used to build training and writing exercises to improve MWE knowledge and writing skills of French L2 learners. We present the user scenarios, the platform's architecture, as well as the preliminary evaluation of its NLP tools. [For the complete proceedings, see ED600837.]
MALL Tools Tried and Tested
Author: Lander, Bruce
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Telecommunications,Handheld Devices,Second Language Instruction,English (Second Language),Computer Software,Teaching Methods,Task Analysis,Audio Equipment,Photography,Video Technology,Management Systems

In 2013, Stockwell and Hubbard published an article on emerging principles in Mobile Assisted Language Learning (MALL). In that article, they mentioned three issues that could perhaps impede learning in the domains of the physical, pedagogical, and pyscho-social. The physical issue they imply, refers to the general size of screens, which at the time were deemed small, or not big enough to have an impact on learning. The pedagogical issue involved with MALL, according to Stockwell and Hubbard (2013), is to ensure that tasks introduced with mobile tools are suited to the affordances of the devices. They questioned the need for mobile devices for language learning and whether tasks that were being introduced were suitable and worthwhile and not simply replicating what could normally be done without them, with pen and paper for example. The psycho-social issue they refer to implies that the primary function of mobile devices is generally regarded as one for &quot;personal and social purposes, as opposed to work or study purposes&quot; (Stockwell &amp; Hubbard, 2013, p. 4). In this short paper, we would like to argue this point by introducing seven tools currently available for free on mobile applications that can be adapted to foreign language learning in several ways. [For the complete proceedings, see ED600837.]
Connecting Extensive Reading to TOEIC Performance
Author: Lyddon, Paul A.
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Reading Habits,Reading Fluency,Reading Comprehension,Reading Achievement,Achievement Gains,Reading Tests,Undergraduate Students,Correlation,Foreign Countries,Computer Assisted Instruction,Computer Software,Reading Material Selection

Although Extensive Reading (ER) has been shown to increase reading fluency and comprehension, such benefits are generally slow to appear. The present study investigated the possible contribution of ER to single-semester Test of English for International Communication (TOEIC) reading gains. The participants were 497 first-year students from two annual cohorts at a tertiary institution in Japan. All took a preliminary TOEIC before enrolling in the online ER system &quot;Xreading,&quot; which awarded them a word count for successfully completing a short quiz on each book they read for homework. Hierarchical linear regression analyses of end-of-semester ER words read and TOEIC reading scores showed a consistent positive relationship between the two. However, semester increases in the former were not reflected by proportional gains in the latter, a finding possibly explained by greater consistency in ER's implementation across course sections over time. In short, ER words read might in fact be a proxy for general compliance in homework completion rather than a direct cause of TOEIC reading score improvement. [For the complete proceedings, see ED600837.]
Understanding the Complexities Associated with Conceptualising Pedagogical Scenarios for Online Multimodal Interaction between Two Languages and Cultures
Author: Madden, Oneil N.
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,French,Cooperative Learning,Computer Mediated Communication,Vignettes,Foreign Countries,Undergraduate Students,Teacher Education Programs,Cultural Awareness,Program Descriptions,Student Attitudes,Language Usage,Videoconferencing,Computer Software

The complexity surrounding the design of collaborative pedagogical scenarios can allow foreign language learners to develop intercultural and linguistic skills; however, careful consideration must be given when conceptualising telecollaborative projects. Many research studies have been conducted which led to significant discoveries, but only few studies examine the intricacies of developing pedagogical scenarios for online multimodal interaction and the outcomes of these complexities. This paper reports on a Franco-Jamaican telecollaborative project, ClerKing, which took place in two phases between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers' College (STC), Jamaica. Each phase had a different pedagogical scenario, with the first being restricted and the second being more open. Using the exploratory method, various parameters of online pedagogical scenarios were identified and examined with varying degrees of granularity. Preliminary findings show that a less restricted and more flexible pedagogical scenario allowed for students to develop language and intercultural competencies, while strengthening negotiation skills. [For the complete proceedings, see ED600837.]
Student Perceptions of Virtual Reality Use in a Speaking Activity
Author: Kassim, Samar
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Second Language Learning,English (Second Language),Student Attitudes,Computer Simulation,Handheld Devices,Technology Uses in Education,Elective Courses,Computer Oriented Programs,Immersion Programs,Interpersonal Communication,Computer Mediated Communication,Learner Engagement,Oral Language

The aim of this study was to discover what potential benefits of Virtual Reality (VR) use students perceived in comparison to smartphone use in an English-speaking activity. Two surveys were conducted over three interventions in order to ascertain these student perceptions. Ten students enrolled in an elective English class at a Japanese university engaged in an English-speaking activity centered around the VR enabled application &quot;Google Expeditions.&quot; Student perceptions showed that the immersive nature of VR prompted communication, invoked a higher sense of presence, and greater enjoyment in this speaking activity. However, a majority of students did not perceive a difference in the amount of English spoken when comparing VR and smartphone use. [For the complete proceedings, see ED600837.]
Fostering Cultural Competence Awareness by Engaging in Intercultural Dialogue -- A Telecollaboration Partnership
Author: Villalobos-Buehner, María
Date: 2019-12-00
Type: Speeches/Meeting Papers
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,Comparative Analysis,Factor Analysis,Metacognition,Undergraduate Students,Student Attitudes,Spanish,Cooperative Learning,English (Second Language),Intercultural Communication,Videoconferencing,Foreign Countries,Pretests Posttests,Scores,Skill Development,Outcomes of Education,Teaching Methods,Exchange Programs

This study measured changes in cultural awareness levels between two groups of US students in their third semester of a Spanish class. One group (experimental group) collaborated via Skype with a group of English language learners from a Colombian university and the other group (control group) did not. The experimental group met seven times during the semester to discuss a variety of cultural topics such as health care and gastronomy. The control group addressed the same topics by examining them among members of the same class. Both groups answered a pre and post self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed significant differences between the two groups. There was no change in scores from pretest to posttest for the control group, but scores in the trained group increased significantly. Students from the treatment group show substantial gains in skills, knowledge, and awareness of themselves in their interactions with others in one semester. [For the complete proceedings, see ED600837.]