ethanporcaro/eric-fulltext-meta huggingface dataset:
Dana Center Mathematics Pathways. Intervention Brief. Developmental Education. WWC 2021-014
Author: What Works Clearinghouse (ED)
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,Intervention,Mathematics Instruction,College Mathematics,Program Effectiveness,College Readiness,Two Year College Students,Community Colleges,Asian American Students,Hispanic American Students,African American Students,White Students,Urban Schools,Suburban Schools,Rural Schools,College Credits,Acceleration (Education),Evidence Based Practice,Academic Support Services,Alignment (Education),Academic Advising,Costs,Racial Differences,Ethnicity,Gender Differences,At Risk Students

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than peers who enroll in credit-bearing college courses from the outset. Several interventions have been designed to accelerate students' transition from developmental to credit-bearing college courses, including the &quot;Charles A. Dana Center Mathematics Pathways,&quot; hereafter referred to as &quot;Dana Center Mathematics Pathways&quot; or &quot;DCMP.&quot; &quot;DCMP&quot; offers multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math courses, integrated student supports, and math instruction that incorporates evidence-based curricula and pedagogy. This What Works Clearinghouse (WWC) report, part of the WWC's Developmental Education topic area, explores the effects of &quot;DCMP&quot; on student progression in developmental education and progression in college. The WWC identified seven studies of DCMP. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;DCMP&quot; on community college students--including Asian, Black, White, and Hispanic students--in urban, suburban, and rural settings. [For the full report, see ED613059. For the Intervention Snapshot, see ED613061.]
Dana Center Mathematics Pathways. Intervention Snapshot. Developmental Education. WWC 2021-014
Author: What Works Clearinghouse (ED)
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,Intervention,Mathematics Instruction,College Mathematics,Program Effectiveness,College Readiness,Two Year College Students,Community Colleges,Asian American Students,Hispanic American Students,African American Students,White Students,Urban Schools,Suburban Schools,Rural Schools,College Credits,Acceleration (Education),Evidence Based Practice,Academic Support Services,Alignment (Education),Academic Advising,Costs,Racial Differences,Ethnicity,Gender Differences,At Risk Students

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than peers who enroll in credit-bearing college courses from the outset. Several interventions have been designed to accelerate students' transition from developmental to credit-bearing college courses, including the &quot;Charles A. Dana Center Mathematics Pathways,&quot; hereafter referred to as &quot;Dana Center Mathematics Pathways&quot; or &quot;DCMP.&quot; &quot;DCMP&quot; offers multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math courses, integrated student supports, and math instruction that incorporates evidence-based curricula and pedagogy. This What Works Clearinghouse (WWC) report, part of the WWC's Developmental Education topic area, explores the effects of &quot;DCMP&quot; on student progression in developmental education and progression in college. The WWC identified seven studies of DCMP. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;DCMP&quot; on community college students--including Asian, Black, White, and Hispanic students--in urban, suburban, and rural settings. [For the full report, see ED613059. For the Intervention Brief, see ED613060.]
The Role of Assessment Data in State Systemic Improvement Plans (SSIPs): An Analysis of FFY 2018 SSIPs. NCEO Report 425
Author: Lazarus, Sheryl S.
Date: 2021-02-00
Type: Reports - Research
Subjects: State Programs,Statewide Planning,Educational Improvement,Strategic Planning,Educational Assessment,Program Evaluation,Accountability,Students with Disabilities,Outcomes of Education,Alternative Assessment,Elementary School Students,Emergent Literacy,Reading Tests,Reading Fluency

This report presents the findings of an analysis of states' FFY 2018 State Systemic Improvement Plans (SSIPs), submitted to the U.S. Department of Education's Office of Special Education Programs (OSEP) in April 2020. It specifically addresses how assessments were included in states' State-Identified Measurable Results (SIMRs). For states with assessment-related SIMRs, SSIP evaluation plans were also analyzed to see how assessments were being used for evaluation and reporting. The SSIPs for both regular states (e.g., Alabama, Wyoming, etc.) and unique states (e.g., Guam, Federated States of Micronesia, etc.) were analyzed. As part of OSEP's new federal accountability framework, Results Driven Accountability (RDA), states are required to develop an SSIP, which is a comprehensive, multi-year plan designed to improve outcomes for children with disabilities, and within this plan, to commit to improving a SIMR focused on student outcomes. Many, but not all states, specified SIMRs that use assessment data as the outcome measure.
ESL Teachers&apos; Online Discussion Forums and Professional Development
Author: Al-Jarf, Reima
Date: 2014-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Faculty Development,Computer Mediated Communication,Group Discussion,Peer Relationship,Teaching Methods,Learning Processes,Teacher Role,Teacher Certification,Teacher Attitudes,Cultural Awareness,Elementary Secondary Education,Verbs,Foreign Countries,Writing Instruction,Simulation,Theater Arts

Teachers' online discussion forums play an important role in ESL teachers' professional development. They provide opportunities for in-depth peer-to peer interaction, self-directed learning, exchange of knowledge and expertise, and greater involvement in teaching-learning and student-teacher issues. Forum members can share resources such as tests, e-books, lesson plans and software. They post questions and receive answers about teaching and learning English issues. Forums also enhance teachers' awareness of non-conventional issues such as: Teaching business with no teaching certificate, Facebook pen-friends, teaching in rural schools in China, online tutoring, using Taekwondo to teach English, testing private students at Euro levels, using songs in TEFL, stopping parrot training, teaching pre-literate students and others. The presentation will give examples of online discussion forums for ESL teachers, kinds of topics, issues and problems posted about the teaching and learning of English, and their role in ESL teachers' professional development as perceived by teacher members. [Paper presented at the ELTAM-IATEFL-TESOL International Biannual Conference (7th, Skopje, Macedonia, Oct 2012).]
Using Interim Assessments to Appropriately Measure What Students with Disabilities Know and Can Do: Advisory Panel Takeaways and NCEO Recommendations. NCEO Report 427
Author: Lazarus, Sheryl S.
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Students with Disabilities,Guidance,State Departments of Education,Evaluation Methods,Intellectual Disability,English Language Learners,Inclusion,Alternative Assessment,Data Use,Academic Accommodations (Disabilities),Access to Education,Alignment (Education),Academic Standards,Documentation,Data Interpretation

The National Center on Educational Outcomes (NCEO) held a virtual meeting of an Interim Assessment Advisory Panel on February 16 and 17, 2021, to tap into the panel members' collective knowledge about using interim assessments to support valid interpretations of what students with disabilities know and can do. The panel represented psychometricians, researchers knowledgeable about students with disabilities, state education agency (SEA) assessment and special education leaders, local education agency (LEA) leaders, and parents. The meeting purpose was to develop and disseminate guidance to state departments of education on how to enable all students with disabilities, including students with the most significant cognitive disabilities and English learners with disabilities, to participate in interim assessments in ways that yield valid inferences of what they know and can do. This report summarizes both the overview information provided to meeting participants and the advisors' discussions in the form of takeaways.
What ESL Teachers Should Know about Online Writing Tasks
Author: Al-Jarf, Reima
Date: 2014-10-00
Type: Journal Articles
Subjects: Writing Assignments,Online Courses,Writing Instruction,Writing Skills,Teaching Methods,English (Second Language),Second Language Instruction,Language Teachers,Educational Technology,Technology Uses in Education,Foreign Countries,Skill Development,Learning Activities,College Faculty,College Students

The presentation will show the types of online writing tasks that can be integrated in online courses, online discussion forums, blogs, wikis…etc as a supplement to in-class writing instruction. The types of online writing tasks include the following: Tasks that focus on specific writing skills; tasks that provide free writing activities; tasks that provide extension activities; tasks that require students' comments; pre and post-writing instruction assessment tasks; error correction tasks; remedial tasks; self-improvement and study skills tasks; electronic searching tasks; tasks that require reflective thinking and others. Online writing tasks can be performed individually, in pairs or in small groups. They can be performed synchronously or asynchronously; independently, interactively or collaboratively. Examples will be given to illustrate the task types and task phases, i.e. pre-task phase, task cycle, post-task phase, and assessment. [Paper presented at the ELTAM-IATEFL-TESOL International Biannual Conference (7th, Skopje, Macedonia, Oct 2012).]
Electronic Dictionaries in Translation Classrooms in Saudi Arabia
Author: Al-Jarf, Reima Saad
Date: 2001-00-00
Type: Reports - Research
Subjects: Electronic Publishing,Dictionaries,Translation,Language Processing,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Majors (Students),Student Surveys,College Faculty,Teacher Attitudes,Student Attitudes,Semitic Languages,Undergraduate Students,Computer Software,Computational Linguistics,Program Descriptions

178 students majoring in translation at the College of Languages and Translation and 10 translation and interpreting instructors were surveyed. It was found that 45% of the students use an electronic dictionary (ED). 99% of those use a general English-Arabic ED, 68% use an Arabic-English ED, 27% use an English-English ED and only 2% use a specialized ED. The students gave 12 reasons for not using an ED in specialized translation courses. It was also found that 70% of the translation instructors do not allow students to use an ED in class or test sessions. Reasons for that are given. [This document was published in &quot;Linguistica Communicatio&quot; v10 p127-134 2001.]
Training ESP College Students in Electronic Searching
Author: Al-Jarf, Reima Saado
Date: 2003-00-00
Type: Journal Articles
Subjects: Females,Graduate Students,English for Special Purposes,Masters Programs,Doctoral Programs,Second Language Learning,Second Language Instruction,Foreign Countries,Databases,Search Engines,Online Searching,Skill Development,Student Attitudes,Course Content,Educational Finance,Scheduling,Training Methods,Evaluation Methods

150 female graduate students at King Saud University, Riyadh, Saudi Arabia were interviewed. Since most students are not proficient in English, they are required to take an English for Specific Purposes (ESP) course when admitted to the M.A. and Ph.D. programs, as locating information in specialized journals is required for their assignments, term papers and theses. Results indicated that 13% of the students use search engines like Google and AltaVista to locate information and fewer than 1% can search the ERIC database. Although the main library at King Saud University has 28 full-text databases and 30 databases on CD-ROM, no training programs or short courses are offered by the library, Computer or Language Center. Female graduate students have expressed a desire and a need to acquire electronic searching skills. Therefore, this study recommends that a program be especially designed to train ESP students in electronic searching. Components of the training program such as electronic searching course content, training requirements, scheduling, training methods, funding, trainers, and assessment are described.
Technology Integration in Translator Training in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2017-03-00
Type: Journal Articles
Subjects: Translation,Computer Software,Second Languages,Language Processing,Audio Equipment,Advanced Courses,Foreign Countries,Introductory Courses,Job Skills,Employment Potential,Higher Education,Student Attitudes,Teaching Methods,Dictionaries,Computational Linguistics,Internet,Information Technology,Graduates,Program Descriptions,Undergraduate Study,Females

Although translation students at the college of Languages and Translation in Saudi Arabia take two courses in computer applications in translation, these two courses are inadequate in preparing translation graduates for the translation job market. Results of an interview questionnaire have showed that the content of these courses is inadequate. In the introductory course, students are introduced to the components of computers, computer hardware and they are trained to use the MS WORD, POWERPOINT and EXCEL programs. In the advanced course, the students are introduced to theoretical issues in machine translation. They never have a chance to use machine translation systems. In order for the students to be able to meet the demands of the translation labor market in the 21st century, they need to practice using advance translation software such as Trados and speech recognition software. They need to be introduced to online specialized dictionaries and terminology databanks, online resources, online translation tools, translation directories, translation associations, translation journals online translation job sites, and how to communicate with other translators in other parts of the world.
Exploring Online Collaborative Translator Training in an Online Discussion Forum
Author: Al-Jarf, Reima Saado
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Semitic Languages,Asynchronous Communication,Group Discussion,Feedback (Response),Language Processing,Error Correction,Dictionaries,Electronic Publishing,Student Attitudes,English (Second Language),Translation,Color,Revision (Written Composition),Second Languages,Foreign Countries,Student Needs,Online Courses,College Students,Majors (Students),Teacher Attitudes

An asynchronous online translation discussion forum was created and used to post texts to be translated by participating English-Arabic student translators from different countries. Volunteer translation instructors read participants' translations and gave communicative feedback on the location and types of errors. Errors were color-coded. No correct translations were provided. The participants revised their translations and re-posted them for further feedback. Each translation was subjected to several revisions and re-submissions before it reached an acceptable level. Translation tips were given. The participants had access to a variety of online dictionaries and resources. At the end of the semester, participants responded to a questionnaire regarding their online collaborative experience. Participant views and further reflections on online translation instruction are given.
Multiple Arabic Equivalents to English Medical Terms: Translation Issues
Author: Al-Jarf, Reima
Date: 2018-00-00
Type: Journal Articles
Subjects: Semitic Languages,Translation,Language Processing,Medicine,English (Second Language),Second Language Learning,Second Language Instruction,Undergraduate Students,Difficulty Level,Medical Services,Diseases,English for Special Purposes,Vocabulary,Language Tests,Student Attitudes,Dictionaries,Language Usage,Reliability,Validity,Foreign Countries

Translation of medical texts poses several challenges to undergraduate student-translators due to multiple Arabic equivalents to English medical terms. For medical terms such as &quot;clinical,&quot; &quot;intensive care,&quot; &quot;polyp,&quot; and &quot;osteoporosis&quot; several Arabic equivalents exist. A sample of English medical terms with multiple Arabic equivalents was collected from several English-Arabic medical dictionaries to find out the types of multiple Arabic equivalents given, the shortcomings of Arabic equivalents, and the difficulties that students have with multiple Arabic equivalents. Two lists of categories with definitions and examples were developed and used in classifying and evaluating the equivalents. In addition, students answered an Arabic medical terminology test and responded to a questionnaire-survey to find out their difficulties. Results of the analysis and evaluation of the Arabic equivalents, medical terminology test, and responses to the questionnaire-survey are reported in detail. Recommendations for translation instruction are also given.
Helping Medical Students with Online Videos
Author: Al-Jarf, Reima
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Students,Teaching Methods,Video Technology,Educational Technology,Technology Uses in Education,Web Sites,English (Second Language),Language of Instruction

Many Saudi pre-medical students have difficulty understanding lectures in specialized courses such as biology, biochemistry, anatomy and physiology. To help students fill the gaps in their background knowledge, class lectures can be supplemented by online videos in medical courses. This paper aims to show the advantages of integrating online videos, give samples of websites where online medical videos can be downloaded, describe criteria for selecting videos, show how online videos can be integrated in medical courses, outline skills that can be developed through supplementary online videos, types of tasks that can be designed based on the online videos selected, and present a scheme for phases of teaching and learning with online videos. In the end, it will describe the process of evaluation and assessment of instruction with online videos.
Estimating a Price Tag for School Vouchers
Author: Shand, Robert
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Educational Finance,School Choice,Cost Effectiveness,Expenditure per Student,Educational Policy,Program Administration,Student Transportation,Elementary Secondary Education

School vouchers, a school choice policy that allows students and families to use public funds to fully or partially pay the cost of attending private schools, became a major area of policy debate once again during Betsy DeVos's tenure as United States Secretary of Education. Recent evaluations have found negative impacts of vouchers on academic outcomes among students using them, particularly on academic test scores, although older research has found mixed results. However, the input side has received less research attention; we know relatively little about the costs of implementing voucher systems. This policy brief provides an overview of the literature on the effects and costs of vouchers and applies recent empirical evidence on policy effects, behavioral responses, and contextual factors to determine administrative costs of a universal voucher system. It concludes with recommendations for further research and policy.
Reimagining Excellence: A Blueprint for Integrating Social and Emotional Well-Being and Academic Excellence in Schools
Author: Folsom, Jennifer
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Well Being,Excellence in Education,Equal Education,Academic Achievement,Student Characteristics,Teacher Attitudes,Distance Education,Faculty Development,Researchers,Administrator Attitudes,Technical Assistance,Educational Indicators,Educational Practices,Instructional Materials,Instructional Leadership,Social Emotional Learning,Teaching Methods,Access to Education,Elementary Secondary Education

There is enormous urgency to actively develop sound plans that address equity, social and emotional well-being, and academic excellence in schools. This blueprint is founded on the belief that all students can succeed when learning is supported by equitable systems. To achieve equity, individuals and systems must truly value all students and their communities; optimize conditions in which students, staff, and families develop; work across sectors to address factors that influence success; and identify and overcome the exclusionary beliefs and actions that create inequities in delivery and access to resources. The blueprint leverages an asset-based approach that values diversity in race, culture, language, ability, and ways of interacting with the world, rather than characterizing students and families by what they may need or lack. This blueprint -- designed with input from in-person and remote educators, leaders, researchers, professional learning providers, and technical assistance providers -- strives to detail the indicators of learning programs that successfully integrate equity, well-being, and academics.
The Economic Burden of Racism from the U.S. Education System
Author: Belfield, Clive
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Racial Discrimination,Economic Impact,Educational Discrimination,Elementary Secondary Education,Human Capital

Even as the U.S. education system becomes more ethnically and racially diverse, many racial disparities persist with regard to school segregation, educational resources, and ultimately educational outcomes. These disparities harm students individually and have significant societal impacts as well, including economic consequences. Educational resources are misallocated in ways that may reflect racial discrimination. Black and Hispanic students often leave school with substantially lower levels of human capital and, as a result, have lower lifetime earnings on average. Together, these misallocations and losses in human capital are what this brief calls the &quot;economic burden of racism.&quot; In estimating the main economic burdens of racial disparities, this brief attempts to include all the resources that are affected by racism, measured in dollars. The brief's conservative estimates point to the need for more complete and precise data; thus, the brief concludes with recommendations regarding policymaker-funded research.