ethanporcaro/eric-fulltext-meta huggingface dataset:
Head in the Clouds -- Innovating Classroom Practice Using Online File Sharing for Collaboration and Feedback
Author: Richards, Laura
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Technology Integration,Teaching Methods,Collaborative Writing,Feedback (Response),Computer Mediated Communication,Computer Software,Synchronous Communication,Student Attitudes,Blended Learning,Higher Education,English for Academic Purposes,Second Language Learning,Second Language Instruction,STEM Education,College Preparation

Navigating the shift towards blended learning in Higher Education (HE) provides opportunities for enhancing language teaching in the classroom. This paper will present a Technology-Enhanced Learning (TEL)-based project which aims to create a more collaborative and interactive classroom using open access file sharing services which focuses on developing collaborative writing practices and enhancing feedback loops. Using a Synchronous Computer-Mediated Communication (SCMC) approach to co-creating texts, students participated in a series of related in-class group writing tasks where feedback was recorded digitally. Both a survey and focus group were used to assess students' experience and use of the texts and feedback created. Results revealed a positive response to the use of SCMC for collaborative writing stemming from easier text manipulation and greater discussion of both textual and linguistic features, which is crucial to collaborative writing. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Effective Feedback for Language Assessment
Author: Franc, Catherine
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Foreign Countries,Teacher Student Relationship,Instructional Effectiveness,Second Language Learning,Intercultural Communication,Language Teachers,French,Tutors,Foreign Workers,Self Management,College Students

The provision of effective feedback is challenging and remains a much-criticised element of the Higher Education (HE) student experience. This case study examines innovative approaches to providing feedback for modern foreign language assessment, based upon a small scale study at the University of Manchester (UoM). We identify problematic areas in current practice, and propose creative solutions not only to help staff produce clear, useful feedback in a sustainable way, but also to raise student's awareness and guide them in how to make the most of our provision, in turn becoming efficient language learners. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Enabling Students to Articulate the Value of Language Skills in an Ever-Changing Work Environment
Author: Campbell, Caroline
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Language Skills,Value Judgment,Work Environment,Foreign Countries,Expectation,Employer Attitudes,Undergraduate Students,Cultural Awareness,Employment Potential,Student Development,Student Attitudes,Student Characteristics,Job Skills,Reflection,Interpersonal Competence

This paper shares some of the findings of an evaluative research project funded by the Leeds Institute of Teaching Excellence (Brown et al., 2018). The project explored the value of 'Broadening' as part of the Leeds Curriculum and the value of language learning in the context of Institution-Wide Language Provision (IWLP). The paper focuses on the data gathered from interviews with employers and presents the findings around employer expectations of graduates and their perceptions of the value of language skills and cultural awareness. It considers how to enable students to articulate the knowledge, skills, and experience gained during their undergraduate journey. It identifies the value of language skills beyond linguistic competence and maps this to employer expectations. It proposes an end-of-module reflective task for any language module to enable students to articulate their personal 'brand' based on their knowledge and social capital, thus evidencing the breadth of their employability. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Suitable Activities for Independent Learning
Author: Martín de León, Carmen
Date: 2020-04-20
Type: Speeches/Meeting Papers
Subjects: Independent Study,Learning Activities,College Faculty,Personal Autonomy,Instructional Materials,Scaffolding (Teaching Technique),Teaching Methods,Undergraduate Students,Second Language Learning,Spanish,Self Esteem

Working independently helps students develop a series of skills and strategies that will continue to be useful in their future professional careers. Teachers in Higher Education (HE) have a role in facilitating Independent Learning (IL) for their students. When creating opportunities for students to develop autonomy in learning, teachers may wish to provide learners with the appropriate resources by offering adequate bibliographies, finding and adapting existing resources to their needs, or even creating their own materials. Learning materials that teachers make available for their students' IL should meet the learning outcomes of the course, both in terms of the content they present and the skills to which they contribute. Teachers will, thus, be helping students use resources that enhance targeted learning while working independently, as well as developing the higher order skills expected at university level. In this article, we report on our research study that focuses on the benefits of using scaffolding strategies for students' IL materials. Such strategies overcome some of the problems usually linked to conventional resources designed for IL, namely loss of students' confidence in themselves and lack of room for creativity. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
School Nurses in U.S. Public Schools. Data Point. NCES 2020-086
Author: Spiegelman, Maura
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: School Nurses,Public Schools,Elementary Secondary Education,Institutional Characteristics,Traditional Schools,Charter Schools,Urban Schools,Rural Schools,Suburban Schools,Low Income Students,Elementary Schools,Middle Schools,High Schools

This Data Point uses school questionnaire data from the 2015-16 National Teacher and Principal Survey (NTPS) and from the 2011-12 and 2007-08 Schools and Staffing Surveys (SASS). These data include nationally representative information for public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This Data Point compares the presence of full-time, part-time, and either type of school nurse from the 2007-08, 2011-12, and 2015-16 school years and the differences in the presence of school nurses by selected school characteristics.
Developing Criticality and Critical Cultural Awareness in Modern Languages
Author: Parks, Elinor
Date: 2020-04-20
Type: Reports - Research
Subjects: Cultural Awareness,Teaching Methods,Second Language Learning,Second Language Instruction,Intercultural Communication,German,College Faculty,Teacher Attitudes,Cross Cultural Studies,Educational Benefits,Foreign Countries,Student Attitudes,College Students,Preferences,Language of Instruction

The chapter reports on a doctoral study exploring the complexity behind the separation of language and content within modern language degree programmes, placing particular focus on implications for students' development of criticality (Barnett, 1997) and intercultural competence (Byram, 1997). The study investigated implications of the division as experienced by German studies staff and students in two American and two British universities. The findings suggest that students who are prompted to critically reflect upon both the target language and the target culture have greater opportunities to develop into 'good' interculturalists in line with the view that students require an 'intercultural education' in order to maximise the benefits (Holmes, Bavieri, &amp; Ganassin, 2015). [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Face-to-Face to Online: PhD Academic Writing @Maastricht University
Author: Wylie, Neill
Date: 2020-04-20
Type: Reports - Evaluative
Subjects: Synchronous Communication,Academic Language,Foreign Countries,Doctoral Students,Distance Education,Writing Instruction,Online Courses,Seminars,Web Based Instruction,English for Academic Purposes,Advanced Courses,Foreign Students,Barriers,Curriculum Implementation,Cooperative Learning,Teleconferencing

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM's policy of supporting innovative teaching practices, the Language Centre's face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: Treasuring Languages,&quot; see ED604577.]
Innovation and Deeper Learning: Model High Schools. A White Paper of the Stark Education Partnership
Author: Stark Education Partnership
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Models,Teaching Methods,Learning Processes,Web Sites,Information Sources,Institutional Characteristics,State Departments of Education,Reputation,Periodicals,High Schools,Educational Innovation,Program Descriptions,Visual Arts,Art Education,Foreign Countries,Museums,Theater Arts,Program Effectiveness,Excellence in Education

This white paper presents a selection of model schools who all have, to some degree, fostered deeper learning. Schools were selected by internet search, or through references in &quot;deeper learning&quot; reports and documents. It should be noted that information in these reviews is based on information from school web-sites, in some cases the web sites of state education agencies, media reports and ratings, such as those published by &quot;US News and World Report&quot; or &quot;Newsweek.&quot; It is hoped that this paper will serve as a resource directory of sorts, giving interested parties the opportunity to read more widely about these schools, consult the referenced documents, or to contact the schools directly. [For &quot;Innovation and Deeper Learning: Volume 2,&quot; see ED604592.]
Innovation and Deeper Learning: Volume 2. A White Paper of the Stark Education Partnership
Author: Stark Education Partnership
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,High Schools,Individualized Instruction,Educational Innovation,Technological Advancement,Foreign Countries

When does a community create and sustain a truly innovative &quot;next generation&quot; high school that not only remains innovative, but also relevant? According to the Carnegie Corporation, this means seizing the opportunity to redesign schools to promote personalized learning. So far, much work has gone into retooling many of these (reform) elements individually. Many states, districts, and schools have made essential progress in changing teacher preparation and professional development to help talented educators enter and stay in the classroom. There have also been pushes for interventions like additional learning time, new curricula, and new technology, much of which has been shown to have a significant impact on student achievement. However, applied individually, each of these fails to get schools and school systems where they need to be to serve every student. This white paper will explore the issues through the perspectives of several members of the Atlantic Rim Collaboratory, who are attempting to share ideas and concepts on system redesign, by examples of schools that are making deep learning a priority through technology and by examples of initiatives and schools that have made personalized learning and mastery the focus of what they do. All these approaches are important for they become part of a comprehensive whole that can drive meaningful change. [For &quot;Innovation and Deeper Learning: Model High Schools,&quot; see ED604591.]
Word Learning Strategies: A Program for Upper Elementary School Students
Author: Li, Linlin
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Vocabulary Development,Elementary School Students,Reading Comprehension,Learning Strategies,Comparative Analysis,Reading Tests,Scores,Grade 4,Correlation,Achievement Gains,Reading Achievement,Reading Instruction,Teaching Methods,Program Effectiveness,Intervention,Program Descriptions,Diaries,Teacher Attitudes,Language Tests

This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program designed to develop upper-elementary students' vocabulary skills in order to improve reading comprehension. The study used a true, group-randomized, experimental design, which randomly assigned 46 4th grade classrooms (n=1324 students) from 12 districts to a treatment or control group. The results from the first cohort indicate that the program was positively associated with gains in students' vocabulary learning as measured by Word Learning Strategies Test and in students' reading comprehension as measured by Gates-MacGinitie Reading Test, after accounting for differences in baseline test scores. The use of the WLS program also led to increases in teachers' awareness of strategies to support their students' vocabulary and reading comprehension. [This paper was published in the Proceedings of the 2018 Annual Meeting of the American Educational Research Association (AERA), New York, NY.]
Improving Elementary School Students&apos; Vocabulary Skills and Reading Comprehension through a Word Learning Strategies Program
Author: Li, Linlin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Vocabulary Development,Learning Strategies,Reading Comprehension,Comparative Analysis,Grade 4,Language Tests,Reading Tests,Teaching Methods,Knowledge Base for Teaching,Reading Instruction,English,Language Arts,Supplementary Education,Program Implementation,Pretests Posttests,Outcomes of Education,Educational Quality

This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program to improve elementary students' vocabulary skills and reading comprehension. The study used a multi-site cluster randomized, experimental design, which randomly assigned 92 4th grade classrooms (n=2558 students) from two cohorts to a treatment or control group. Results indicated that the program was positively associated with gains in students' vocabulary learning and knowledge as measured by the Word Learning Strategies Test and the VASE Assessment, and in students' reading comprehension as measured by the Gates-MacGrinitie Reading Test, after accounting for differences in baseline measures. The use of the WLS program also led to increases in teachers' awareness of strategies to support their students' vocabulary and reading comprehension. [This paper was published in the Proceedings of the 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.]
A Team-Based Leadership Intervention in New York City Schools: An Evaluation of the Targeted Intensive School Support Program
Author: Daugherty, Lindsay
Date: 2020-00-00
Type: Reports - Research
Subjects: Intervention,Teamwork,Leadership Training,Principals,Assistant Principals,Administrator Education,Public Schools,Coaching (Performance),Goal Orientation,Program Implementation,Fidelity,Program Effectiveness,Academic Achievement,School Culture,Persistence,Attendance,Barriers

In 2013, the NYC Leadership Academy (NYCLA) developed a leadership intervention--the Targeted Intensive School Support (TISS) program--in collaboration with the New York City Department of Education (NYC DOE) to support schools that were facing particular challenges. NYCLA asked the RAND Corporation to provide an independent evaluation of the program's implementation and effects, and those findings are detailed in this report. The TISS program consisted of five key components: (1) teaming and collaborative training in aligned preservice preparation programs for a principal and assistant principal (AP); (2) coplacement of a principal and AP into an NYC DOE school; (3) team-based coaching to support the principal and AP; (4) 328 hours of extended coaching over the first three years after placement; and (5) use of a diagnostic process to guide goal setting and coaching according to school needs. Implementation findings suggest that only two of the five key components were implemented with fidelity. A propensity weighting approach was used to compare schools with TISS principals to other schools with new principals trained through residency-based preservice programs who did not participate in TISS. Findings suggest no statistically significant differences between TISS schools and comparison schools on measures of student achievement, school culture, and principal retention. TISS schools underperformed relative to comparison schools on the measure of chronic student absenteeism. [Sponsored by NYC Leadership Academy through a subgrant from the U.S. Department of Education.]
Does a Rising School Climate Lift All Boats? Differential Associations of Perceived Climate and Achievement for Students with Disabilities and Limited English Proficiency
Author: Sanders, Steven M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Mathematics Tests,Reading Tests,Scores,Elementary School Students,High School Students,English Language Learners,Students with Disabilities,Correlation,Academic Achievement,Limited English Speaking,At Risk Students,Outcomes of Education,Comparative Analysis,Achievement Gap,Mathematics Achievement,Reading Achievement,Middle School Students

Previous research studies show that a positive school climate is associated with desirable academic outcomes for youth. In the United States, students with disabilities and English language learner (ELL) students are particularly at-risk for poor academic outcomes and therefore more in need of interventions to support their academic development. The present study examined whether school climate has a differential association with academic achievement for these at-risk students compared to their peers, which would suggest that school climate has the effect of reducing or widening achievement gaps based on disability and language. For students at all levels, the main effects of perceived school climate and disability status on mathematics and reading achievement were statistically significant controlling for race/ethnicity, gender, and grade. The results of this study have numerous implications for school psychology practice. Our findings suggest that a positive school climate is associated with higher achievement for all students at all levels in both mathematics and reading, school psychologists should consider school climate improvement as part of their mandate. [This article was published in &quot;School Psychology International&quot; (EJ1197828).]
Intersection of Rapid Charter School Growth and Increased Accountability for Special Education Prompts Action: The Utah Strong Start Academy. Promising Practices
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Special Education,Charter Schools,Accountability,Educational Change,Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Progress Monitoring,Elementary Secondary Education,Program Implementation,Mentors,Expectation

Two distinct forces recently converged in Utah that led to the Board of Education office creating a training and mentoring program for new special education administrators and teachers: simultaneous steady growth of charter schools and nagging concerns about the quality of special education programs in these new schools and Results Driven Accountability (RDA) under the federal Individuals with Disabilities Education Act (IDEA). Utah's Strong Start Academy initiative is an example of a state education agency proactively investing resources to ensure new special education directors, working in both charter and traditional public schools, have the technical knowledge, skills and support required for them to succeed. Other states can learn from Utah's efforts to make early investments that have the promise of paying dividends for students with disabilities in both types of schools and break down the walls between charter and traditional public schools.
The Common Core Debacle: Results from 2019 NAEP and Other Sources. White Paper No. 205
Author: Rebarber, Theodor
Date: 2020-04-00
Type: Reports - Research
Subjects: Common Core State Standards,National Competency Tests,Reading Achievement,Mathematics Achievement,Achievement Gains,Reading Tests,Mathematics Tests,Comparative Analysis,Scores,English,Educational History,Grade 4,Grade 8,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Science Achievement,Science Tests

This study finds that, breaking with decades of slow improvement, U.S. reading and math scores on the National Assessment of Educational Progress (NAEP) and other assessments have seen historic declines since most states implemented national Common Core English and math curriculum standards six years ago. This descriptive analysis is designed to be understood by a general, non-technical readership. It primarily compares student achievement gains on the NAEP after implementation of Common Core to student achievement gains in the years preceding implementation of Common Core. Since test score results, by their nature, tend to &quot;bounce&quot; somewhat from one year to the next and gains are rarely perfectly smooth, a significant part of the analysis determines the average annual gain since implementation of Common Core and compares that to the average annual gain before implementation of Common Core. This report also includes a section addressing defenses by Common Core advocates denying responsibility for the poor results. The following state samples are included: (1) California; (2) Florida; (3) Georgia; (4) Illinois; (5) Kentucky; (6) Massachusetts; and (7) New York.