ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting Prepared 2014: Recent High School Graduates and Developmental CouCollege rolerses
Author: Fergus, Meredith
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,Remedial Instruction,Public Schools,Postsecondary Education,Developmental Studies Programs,Enrollment,Public Colleges,Private Colleges,Student Characteristics,Academic Achievement,College Role,Student Needs,Student Placement,Placement Tests,Costs,Time to Degree,Outcomes of Education,Gender Differences,Racial Differences,Ethnicity,Language Usage,Family Environment,Socioeconomic Status,Institutional Characteristics,High Schools,Testing,Limited English Speaking,School Districts,Academic Persistence,Educational Legislation,State Legislation,Two Year Colleges,Proprietary Schools

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2006-2012 who enrolled in postsecondary education and those enrolled in developmental education, this report provides insight into the academic readiness of Minnesota public high school graduates. &quot;Getting Prepared 2014,&quot; includes new data on enrollments at Minnesota private colleges and out-of-state college enrollments and additional student demographic and high school academic performance data. Linking individual student level data on Minnesota public high school graduates from 2005 to 2012 with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled the ability to provide additional data. Data for this report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). SLEDS links student data from pre-kindergarten through completion of postsecondary and into the workforce to enable educators and policymakers to gauge the effectiveness of programs and design targeted improvement strategies. &quot;Getting Prepared 2014&quot; provides policymakers a more accurate measure of college readiness.
Communication across Cultures: When the Virtual Meets the Classroom
Author: Giralt, Marta
Date: 2020-11-23
Type: Reports - Descriptive
Subjects: Intercultural Communication,Cultural Awareness,Interpersonal Competence,Skill Development,Virtual Classrooms,International Educational Exchange,Learning Modules,Blended Learning,Program Implementation,Program Effectiveness,Soft Skills,College Students,Foreign Students,Foreign Countries,Online Courses

This chapter showcases the implementation of an E+VE (Erasmus+ Virtual Exchange) project in a 'broadening module' (elective content-specific modules offered across the university curricula) at the University of Limerick (UL), entitled 'Communication Across Cultures'. The pedagogical approach follows a blended learning model where face-to-face lectures are combined with the &quot;Cultural Encounters&quot; programme series of iOOCs (interactive Open Online Courses) offered by E+VE. This pedagogical practice has received positive feedback due to the practical appropriateness and effectiveness of the VE to the module, and has also been successful in terms of intercultural awareness and learning, in addition to the development of intercultural competence and communication skills. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Strengthening a Research-Rich Teaching Profession for Australia. Final Report
Author: White, Simone
Date: 2018-07-00
Type: Reports - Research
Subjects: Teacher Researchers,Educational Research,Foreign Countries,Teaching (Occupation),Teacher Education,Educational Policy,Early Childhood Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Educators,State Departments of Education,Principals,Research Skills,Partnerships in Education,Teacher Attitudes,Administrator Attitudes,Teacher Surveys,Administrator Surveys

Three education-related organisations have been communicating for years about working together to enhance the relationship between teaching, teacher education and research. The current policy context surrounding teaching in Australia is clearly one that calls for greater alignment across all components and stages of the teaching profession, including pre-service teacher education and the continuing professional learning of in-service teachers. There is also a need for greater knowledge mobilisation and transfer to strengthen the links between research, policy and practice in education. This was identified, for instance, in recommendations from a Teacher Education Ministerial Advisory Group (TEMAG) report calling for an 'integrated system' where 'higher education providers, school systems and schools work together to achieve strong graduate and student outcomes' (2015, p. vii). The project reported here aimed to gather information from across the education field to support greater alignment for an integrated system, and generate recommendations to sustain existing educational research and consolidate development leading to research-rich and self-improving education systems in Australia. The perspectives of teachers, educators, system leaders, education researchers and teacher educators are central to this aim as they are the source of current practices and future ideas, issues, challenges and opportunities that will enrich system-level improvement in Australian education through research.
E+VE-SFI: Developing Spoken Interaction in a Foreign Language
Author: Vinagre, Margarita
Date: 2020-11-23
Type: Reports - Research
Subjects: Speech Communication,Exchange Programs,International Educational Exchange,Second Language Learning,Second Language Instruction,Foreign Countries,Program Descriptions,Undergraduate Students,Videoconferencing,English (Second Language),Spanish,Computer Mediated Communication,Cultural Awareness,Study Abroad,Course Evaluation,Student Attitudes,Feedback (Response)

E+VE-SFI (Erasmus+ Virtual Exchange -- Spain, France, Ireland) is a higher-education VE between students from Universidad Autónoma de Madrid (UAM), Université Clermont Auvergne (UCA), and the University of Limerick (UL). Its primary aim is to develop the speaking skills of undergraduates enrolled in foreign language programmes. Running over a six-week period, students interact in pairs via videoconferencing to carry out a series of tasks using either the foreign language (UAM-UL) or English as a lingua franca (UAMUCA). Finally, students participate in an online session mediated by E+VE facilitators whose purpose is to increase their intercultural awareness in preparation for their study abroad experience. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Erasmus+ Virtual Exchange for Internationalisation in Besieged Areas: A Case Study of the Islamic University of Gaza
Author: Al Mqadma, Amani
Date: 2020-11-23
Type: Reports - Research
Subjects: Foreign Countries,Global Approach,Religious Colleges,Islam,International Educational Exchange,Active Learning,Student Projects,College Students,Program Effectiveness,Cultural Awareness,Intercultural Communication,International Programs,Electronic Learning

The Islamic University of Gaza (IUG) has participated in the Erasmus+ Virtual Exchange (E+VE) programme since the beginning of 2019. The international relations office, the body responsible for managing the programme at IUG, noticed that there was a positive change in participants' knowledge and perceptions about VE and its role in enhancing their academic competencies and soft skills during the spring and autumn 2019 terms. As a result, IUG conducted an in-depth study to explore the role of a VE programme at the university in enhancing the students' cultural understanding, cross-cultural communication, and collaboration while engaging in project based learning. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)
Author: Frederiksen, Karen-Margrete, Ed.
Date: 2020-12-14
Type: Books
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Videoconferencing,Conferences (Gatherings),Teaching Methods,Computer Software,Computer Games,Vocabulary Development,Computational Linguistics,Telecommunications,Handheld Devices,English for Special Purposes,Faculty Development,Blended Learning,English (Second Language),Virtual Classrooms,Computer Mediated Communication,Cultural Awareness,Student Attitudes,Foreign Countries,Language Teachers,Online Courses,International Cooperation,Educational Cooperation,Spanish Speaking,Anxiety,Creative Writing,French,German,Spanish,Elementary School Students,Elementary Secondary Education,Higher Education,Writing Instruction,Portfolios (Background Materials),Reading Materials,Intercultural Communication,Exchange Programs,International Educational Exchange

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Implementing E+VE at the University of Bordeaux within English for Specific Purposes Courses
Author: Hoskins, Laüra
Date: 2020-11-23
Type: Reports - Research
Subjects: Universities,English for Special Purposes,Second Language Learning,Second Language Instruction,Exchange Programs,Program Descriptions,Foreign Countries,Case Studies,Virtual Classrooms,English (Second Language),Learning Experience,Student Attitudes,Student Diversity,Outcomes of Education,Intercultural Communication,Graduate Students,Undergraduate Students,Classroom Environment,Computer Mediated Communication,Comparative Analysis,Language Usage,Communication Skills,International Cooperation,Educational Cooperation

This case study reports on an Erasmus+ Virtual Exchange (E+VE) course at the University of Bordeaux. VE enables students to develop communication skills in an English as a Lingua Franca (ELF) environment (Helm, 2016; Kohn &amp; Hoffstaedter, 2017). The present study reports on student language and content learning experiences through E+VE, where L2 users of English interacted with a more culturally diverse group of peers than they would likely meet in their local area. Our students' perspectives echo the E+VE impact report (Helm &amp; Van Der Velden, 2019) and place a particular emphasis on English language learning outcomes. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Virtual Exchange in the Asia-Pacific: Research and Practice
Author: Hagley, Eric, Ed.
Date: 2020-12-21
Type: Books
Subjects: Exchange Programs,International Educational Exchange,Second Language Learning,Second Language Instruction,Language Teachers,Best Practices,Cultural Education,Faculty Development,Intercultural Communication,Ethnography,Cultural Awareness,Teacher Collaboration,International Cooperation,Teacher Student Relationship,Online Courses,Virtual Classrooms,Mentors,Computer Mediated Communication,Study Abroad,Web Sites,Collaborative Writing,Web 2.0 Technologies,Teaching Methods,Cooperative Learning,Foreign Countries

Virtual Exchange (VE) is of great import to language and culture teachers and researchers but is also gaining popularity in other fields. However, around the world and in the Asia-Pacific region in particular, the number of exchanges is not high and the quality of those that exist needs to continue to improve. It is essential that the latest research and best practice can be disseminated to ensure VE develops further. In this edited volume, various researchers and practitioners provide firsthand perspectives, well-researched accounts of current situations, ideas for future exchanges, and areas in need of further development. We hope it will be of use to the VE practitioner and researcher alike. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Leading in a Crisis: From Survival to Strategic Pivot
Author: Puri, Sunil
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Crisis Management,Asians,Interviews,Business Administration,Cross Cultural Studies,Foreign Countries,Corporations,Reflection,Values,Networks,Leadership Responsibility,Leadership Effectiveness,Strategic Planning,Teamwork,Empathy,Employees,Organizational Communication,Resilience (Psychology),Models,Stress Management,Feedback (Response),Stakeholders

Asian leaders continue to deal with perhaps the biggest crisis they have faced in their careers. The combined social, economic, and health crises due to the COVID-19 pandemic continue to stress-test organizations, forcing them to stare at the potential reality of bankruptcy. C-Suite Leaders (CXOs) not only deal with external leadership crises to keep their businesses afloat, but also deep personal leadership crises within as they dig into their ever-so-depleting reserves of emotional energy to motivate themselves and their teams. CXOs in Asia toil to survive and thrive in a world that, even with the most advanced analytical modeling, remains mysteriously difficult to predict and paint a reliable picture. This paper--based on in-depth interviews with 73 CXOs and board directors across Asia from different countries (Singapore, Malaysia, Philippines, Thailand, Indonesia, Sri Lanka, India, Cambodia), industries, and organizations--articulates the journey leaders need to continue to navigate as they reflect, reset, recalibrate, and pivot to survive and hopefully succeed in the &quot;next normal&quot;. [This research initiative was led in partnership with the Institute of Corporate Directors (ICD); the Indonesia Economic Forum (IEF); Center of Excellence in Management Research for Corporate Governance and Behavioral Finance, Sasin School of Management; and the Institute of Corporate Directors Malaysia (ICDM).]
&quot;Charter Teachers&quot; to Expand Choice and Transform Schooling. Sketching a New Conservative Education Agenda
Author: Squire, Juliet
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Choice,Educational Change,Professional Autonomy,Child Development,Parent Attitudes,Educational Policy,Administrative Organization,Teacher Role,Kindergarten,Elementary Secondary Education

Just as schools receive charters to run independently of districts, this brief proposes that teachers could receive charters to run classrooms independently of schools. In addition to providing teachers with more autonomy, charter teachers would give families the opportunity to select not the school their child attends but the individual who guides their child's learning and development. Charter teacher policies could elevate the teaching profession, help retain talented educators by giving them control and agency over their own classrooms and careers, and attract a new generation of educators previously disenchanted by the idea of working in a large bureaucracy.
Home Literacy Environment and Existing Knowledge Mediate the Link between Socioeconomic Status and Language Learning Skills in Dual Language Learners
Author: Luo, Rufan
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingualism,English Language Learners,Spanish,Learning Processes,Socioeconomic Status,Correlation,Parent Background,Educational Attainment,Second Language Learning,Socioeconomic Influences,Language Skills,Age Differences,Family Environment,Language Usage,Books,Vocabulary,Syntax,Bilingual Students,Early Intervention,Preschool Children,Child Care

Children learning two languages (Dual Language Learners; DLLs) represent a rapidly growing population in the United States. DLLs are disproportionately more likely to live in families of low socioeconomic status (SES), which places many of them at risk for poor dual-language outcomes. To date, most studies on SES and dual language development have relied on static measures of vocabulary and syntactic skills, without examining the language learning processes -- children's ability to acquire new language items. The current study used a newly developed language measure, the Quick Interactive Language Screener: English and Spanish (QUILS:ES), to assess 3- through 5-year-old Spanish-English DLLs' language learning processes. We also examined the association between SES (as measured by primary caregivers' education) and language learning processes, and further explored mechanisms underlying the association. DLLs from higher-SES families showed better language learning skills than those from lower-SES families. The size of the gap did not vary by child age. Home literacy environment (i.e., access to books, book-reading frequency) and children's existing knowledge (i.e., vocabulary and syntactic knowledge) mediated the SES effect. Together, these findings highlight the need to better prepare DLLs from low-SES families for learning from a dual-language environment. Supporting DLLs' language environment and knowledge through learning materials and language and literacy activities in both languages is crucial for ameliorating the SES gap in language learning processes.
Government-Private Disparity in Relation to the Senior Secondary Student&apos;s Academic Achievement
Author: Bhat, Bilal Ahmad
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Secondary School Students,Private Schools,Public Schools,School Effectiveness,Educational Quality

School is the basic foundation of knowledge being imparted to a child. It gives an opportunity to children to acquire knowledge on various fields of education, such as people, literature, history, mathematics, politics, and other numerous subjects. They shape the students and helps in bringing about all round development of the students. The modern world has made the role of schools even more significant. The success of schools depends on the quality education or quality output. The study was carried out to compare quality output i.e., the academic achievement of private and government senior secondary schools students of Kulgam district of Jammu and Kashmir state. The sample of 200 senior secondary school students was selected using stratified random sampling technique from each educational zone of Kulgam district. Aggregate pass marks percentage of those students of 11th and 12th classes was collected by giving them information blank. The collected data was analyzed by using mean, standard deviation and t-test. After analyzing the data it was revealed that there is a significant mean difference between private and government senior secondary school student's academic achievement.
Teachers&apos; Perception towards Total Quality Management in Secondary Schools
Author: Bhat, Bilal Ahmad
Date: 2016-08-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Total Quality Management,Educational Quality,Foreign Countries,Intellectual Disciplines,Specialization,Gender Differences,Art Education,Science Education

Quality has been the goal of human beings right from the beginning of life. It has been the driving force for all human endeavors. Quality is also the inspiration for human being to move from better to the best available option. The highest demanding and desirable need of the every hour remains the quality in every sphere. The world has been made for human being and teacher is the person, who deals with humans to mould him. There is a need to assess the perception towards quality. The purpose of this paper is to present the perception of Secondary School teachers of Kulgam district in Jammu and Kashmir, India, regarding TQM (Total Quality Management) in education. It is an attempt to get perception of Secondary School teachers and to understand how these perceptions vary by demographic variables, such as subject specialization (Arts and Sciences) and gender. For this, data were collected from 200 high school teachers from Kulgam district in Jammu and Kashmir on the J.J. Bonstingle (1992)'s conceptualization of W.E. Deming (1986)'s 14 points TQM in education; and were analyzed by using SPSS (Statistical Package for Social Sciences) version 20.0. The data collected were analyzed through ANOVA (Analysis of Variance); and it was found that there is a significant difference between variables sub-scales. The female teachers were having higher mean than male teachers; and also there was a significant difference found between male and female teachers in the perception of TQM. There is no significant difference between Arts and Sciences at the Secondary School teachers in the perception of TQM in education.
Issues and Challenges in Higher Education System
Author: Nadaf, Zaffar Ahmad
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Trends,Educational Practices,Educational Quality,Outcomes of Education,Federal Legislation,Educational Legislation,Grants,Politics of Education,Barriers,Global Approach,Standards,Second Language Instruction,English (Second Language),Social Values,Economically Disadvantaged,Educational Change

This paper expects to highlight emerging issues and challenges in the sphere of Higher Education (HE) in India, especially in provincial and semi-urban ranges. When we realise that the India is the most noteworthy HE-System itself. I have attempted to concentrate on the issues identified with understudy and issues identified with biggest academic system in the third world, with more than of five million students taking H.E. in more than 12000 colleges &amp; universities. India is additionally the third world examination/research super power, spending an extensive sum over it (8%) the planning and change of higher education itself is exceptionally troublesome the most dominant politicians, who run the institution as the business &amp; benefit making industry, principally dominate issue as it. An educationist have rightly pointed out that the Indian Higher Education in inconsistencies pockets of examination are substandard colleges, the best graduated are fruitful on the planet, however unemployment at home is a reality for some. Legislative issues frequently suppress the Grant and in numerous institutions emergency is the standards.