ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment for Learning System Called ACED: Designing for Learning Effectiveness and Accessibility. Research Report. ETS RR-07-26
Author: Shute, Valerie J.
Date: 2007-06-00
Type: Journal Articles
Subjects: Formative Evaluation,Student Evaluation,Algebra,Geometry,Feedback (Response),Media Adaptation,Accessibility (for Disabled),Visual Impairments,Outcomes of Education,High School Students,Test Validity,Test Reliability,Usability,Pretests Posttests

This paper reports on a 3-year, NSF-funded research and development project called ACED: Adaptive Content with Evidence-based Diagnosis. The purpose of the project was to design, develop, and evaluate an assessment for learning (AfL) system for diverse students, using Algebra I content related to geometric sequences (i.e., successive numbers linked by a common ratio). A key feature of the project was its dual focus on both learning effectiveness and accessibility. The project consisted of two studies. Study 1 (N = 268) experimentally evaluated the impact on learning of two ACED features: (a) elaborated task feedback and (b) adaptive sequencing of tasks. Study 2 examined the accessibility of ACED for students with visual disabilities (N = 4; two blind and two low-vision)--in a condition involving both adaptive sequencing and elaborated feedback--using a variety of accessibility features. Available features included voicing of test content (via synthesized and prerecorded audio), talking tactile graphics, font enlargement, screen magnification,and so on. Together these studies lay groundwork for the design of AfL systems that can enhance the learning of individuals with and without disabilities.
Does the Flipped Classroom Lead to Increased Gains on Learning Outcomes in ESL/EFL Contexts?
Author: Webb, Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Homework,Technology Uses in Education,Teaching Methods,Video Technology,Outcomes of Education,English (Second Language),Foreign Countries,Pretests Posttests,Mixed Methods Research,Quasiexperimental Design,Academic Achievement,Focus Groups,Experimental Groups,Control Groups,Case Studies,Second Language Learning,Two Year College Students,Two Year Colleges,Grammar,Statistical Analysis,Correlation,Achievement Gains

This research investigates whether the flipped classroom can lead students to increased gains on learning outcomes in 2 ESL/EFL contexts in Macau, China, and the US. A pretest posttest quasi-experimental mixed-methods design (N = 64) was used to determine any differences in student achievement that might be associated with the flipped approach (FA). The effectiveness of the FA on students' achievement with grammar-student learning outcomes was evaluated with a pretest and posttest grammar test, along with students' perceptions of their increased comfort and confidence using English grammar through a grammar survey. These data were triangulated with student focus groups and means of completed grammar assignments. The findings suggest that although both the control and experimental groups showed increased comfort in the self-report data, gains on actual achievement were significant only for the experimental groups. The researchers of this study make recommendations for a flipped curriculum and materials design for ESL/EFL teachers in any context globally.
Mentor Texts Squared: Helping Students Explore Voice through Readings That Promote Critical Consciousness
Author: Molina, Sarina Chugani
Date: 2015-00-00
Type: Journal Articles
Subjects: Mentors,Case Studies,Consciousness Raising,Community Colleges,College Faculty,Teacher Collaboration,Reading Skills,Writing Skills,Reading Difficulties,Student Empowerment,Two Year Colleges,Two Year College Students,English (Second Language),Second Language Learning,Reading Ability,Nontraditional Students,Critical Theory,College Bound Students

Much research has been conducted documenting the reading and writing challenges students in pre-college courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses &quot;developmental,&quot; &quot;remedial,&quot; or &quot;basic skills&quot; courses. These &quot;developmental&quot; students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, &amp; Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing college-level courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding &quot;voice.&quot;
Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks. TOEFL Monograph Series. MS-35. ETS RR-07-01
Author: Carrell, Patricia L.
Date: 2007-01-00
Type: Journal Articles
Subjects: Notetaking,Pretests Posttests,Correlation,English (Second Language),Teaching Methods,Intervention,Multiple Choice Tests,Learning Strategies,Computer Assisted Testing,Listening Comprehension Tests,Efficiency,Oral Language,Content Analysis,Computer Assisted Instruction,Courseware,Test Preparation,Language Tests,Second Language Learning,Statistical Analysis,Questionnaires,Second Language Instruction,Scores,Intensive Language Courses,Foreign Students,Task Analysis,Writing (Composition),College Students

Utilizing a pre- and posttest research design, with an instructional intervention of good practices in notetaking, the notes taken by examinees during a computer-based listening comprehension test prior to and following the instructional intervention were examined for particular notetaking strategies. Questionnaires probed perceptions of the frequency of use and helpfulness of the notetaking strategies. Also investigated were relationships between the strategies and performance on a multiple-choice listening comprehension measure and integrated listening/writing and listening/speaking tasks and whether the brief instructional intervention affected examinees' notes and performance on the three tasks. Results showed that examinees made little use of efficiency and marked organizational notetaking strategies. While the intervention had no effect on examinees' notetaking strategies or on their task performance, students' posttest notetaking strategies and task performance were significantly related to their pretest notetaking strategies and task performance. Moreover, notetaking and test performance were moderately related: Two notetaking strategies that most consistently related to performance on all three tasks were the number of content words in the notes and the number of test answers recorded in the notes. Efficiency strategies represented a cognitively complex category worthy of further investigation.
What about Sam--The Kid in the Corner Whose Voice Doesn't Come Out?--Tensions between Open Discussions and Inclusive Educational Opportunities for English Learners
Author: Gourd, Karen Miller
Date: 2016-00-00
Type: Journal Articles
Subjects: English Language Learners,Second Language Learning,Course Content,Teaching Methods,Classroom Techniques,High School Students,Secondary School Teachers,Social Development,Discussion (Teaching Technique),General Education,Student Participation,Classroom Communication,Social Status,Cognitive Development,Inclusion,Teacher Student Relationship,Democratic Values,Grade 9,Interviews

This article identifies a tension between a teacher's intention and an English learner's interpretation of his experiences in a US high school English class for native users of English and English learners. The tension highlights two issues. First, democratic classroom practices, frequently advocated by second language acquisition theorists, may be misunderstood or misused in general education classrooms. For example, respecting students by giving them the choice to speak or be silent can negatively affect English learners' opportunities to acquire language, subject-area content knowledge, and social status as knowers. Second, many general education teachers believe they are unprepared to help English learners develop English or subject-area content skills and knowledge. Their lack of preparation can present obstacles for English learners. The author contends that structured, inclusive discussion can benefit English learners' cognitive, academic, linguistic, and social development, while unstructured, open discussion compromises learning opportunities for all students.
Transformative Professional Development and the Promotion of Literacy through Culturally Responsive Pedagogy
Author: Garcia, Sara S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,Culturally Relevant Education,Teacher Educators,Teaching Methods,Instructional Effectiveness,Prewriting,Ethnicity,Labeling (of Persons),Participatory Research,Action Research,Case Studies,College Faculty,Coaching (Performance),Secondary School Teachers,Cultural Awareness,Literacy Education,Spanish,Heritage Education,Native Language Instruction,Language Teachers,High School Students,Self Concept,Writing (Composition),Interviews,Student Attitudes,Questionnaires,Bilingualism,Units of Study,Observation

This article recounts a narrative of professional transformation inspired by the works of Paulo Freire and Gloria Ladson-Billings and advanced by a participatory action research (PAR) project. The PAR team for this case study, consisting of the university teacher educator as a &quot;coach&quot; and a high school classroom teacher along with her students, examines the use of community-based knowledge in a form of &quot;corrido&quot; (ballads) studies. In this process, the ballads become the basis for learners' engagement with literacy activities in the context of what is known as a &quot;heritage language&quot; Spanish class. The analysis focuses on the process of designing a culturally relevant pedagogy and ensuring its effectiveness through the examination of pre- and postwriting samples and students' fluid identification with various ethnic labels.
Toward an Understanding of the Role of Speech Recognition in Nonnative Speech Assessment. TOEFL iBT Research Report. TOEFL iBT-02. ETS RR-07-02
Author: Zechner, Klaus
Date: 2007-02-00
Type: Journal Articles
Subjects: Role,Computer Assisted Testing,Language Proficiency,Oral Language,Classification,Regression (Statistics),Scoring,Speech Skills,Computer Software,English (Second Language),Language Tests,Second Language Learning,Prompting,Cues,Evaluators,Test Validity,Evaluation Methods,Courseware,Test Preparation,Accuracy,Interrater Reliability,Factor Analysis

The increasing availability and performance of computer-based testing has prompted more research on the automatic assessment of language and speaking proficiency. In this investigation, we evaluated the feasibility of using an off-the-shelf speech-recognition system for scoring speaking prompts from the LanguEdge field test of 2002. We first established the level of agreement between two trained scorers. We then adapted a speech engine to the language backgrounds and proficiency ranges of the speakers and developed a classification and regression tree (CART) for each of five prompts based on features computed from the output of the speech recognizer. In a validation on held-out data, we found that while our features are not sufficiently comprehensive to adequately score these prompts, collectively these features appear to capture reliably some aspects of speaking proficiency.
&quot;You Learn Best When You're in There&quot;: ESOL Teacher Learning in the Practicum
Author: Yazan, Bedrettin
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Language Teachers,English (Second Language),Practicums,Preservice Teacher Education,Social Theories,Collegiality,Theory Practice Relationship,Mentors,Supervisor Supervisee Relationship,Scaffolding (Teaching Technique),Masters Programs,Interviews

This study relied on sociocultural understanding of teacher learning, which highlights how teacher candidates construct their own learning and adjust or extend their instructional values, priorities, and beliefs within their teaching contexts (Johnson, 2009). It used activity theory as a conceptual framework (Engeström, 1999) and explored how teaching practicum experiences contributed to 5 ESOL teacher candidates' learning in a 13-month intensive MA TESOL program. Findings from the study illustrate that the teaching practicum made significant contributions to ESOL teacher candidates' learning to teach in the program. Through the teaching practicum, teacher candidates (a) learned how to navigate in the school context, (b) learned about the nature of establishing relationships with the other members of the teaching community, (c) used the mediating artifacts with the support of mentors and supervisors, (d) found opportunities for constructing a mutually informative and dialogical relationship between theory and practice, and (e) gained closer understanding of ELLs.
Kernel and Traditional Equipercentile Equating with Degrees of Presmoothing. Research Report. ETS RR-07-15
Author: Moses, Tim
Date: 2007-04-00
Type: Journal Articles
Subjects: Equated Scores,Statistical Analysis,Accuracy,Sample Size,Statistical Bias,Error of Measurement,Computation,Simulation

The purpose of this study was to empirically evaluate the impact of loglinear presmoothing accuracy on equating bias and variability across chained and post-stratification equating methods, kernel and percentile-rank continuization methods, and sample sizes. The results of evaluating presmoothing on equating accuracy generally agreed with those of previous presmoothing studies, suggesting that less parameterized presmoothing models are more biased and less variable than highly parameterized presmoothing models and raw data. Estimates of standard errors of equating were most accurate when based on large sample sizes and score-level data that were not sparse. The accuracy of standard error estimates was not influenced by the correctness of the presmoothing model. The accuracy of estimates of the standard errors of equating differences was also evaluated. The study concludes with some detailed comparisons of how the kernel and traditional equipercentile continuization methods interacted with data that were presmoothed to different degrees.
Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice
Author: Subero, David
Date: 2015-02-00
Type: Journal Articles
Subjects: Cultural Background,Teaching Methods,Social Justice,Working Class,Disadvantaged,Hispanic Americans,Self Concept,Low Income,Student Diversity,Cross Cultural Studies,Foreign Countries,Inclusion,Cultural Pluralism,High School Students

The population of children in schools is rapidly becoming more ethnically and culturally diverse. However, there is a mismatch between the cultures in children's homes and the cultures in their schools. The funds of knowledge approach emerged in Tucson (Arizona, USA) in order to counter the deficit perspectives common in depictions of working-class, Latin American families. In this paper we critically report on two contemporary research projects conducted around funds of knowledge and social justice pedagogy. In particular, this paper describes and discusses two projects, which have been conducted in schools with disadvantaged students in USA (Latino students in Arizona) and Australia (students with low socio-economic status, from diverse ethnic groups), examining how these projects exemplify social justice pedagogy. Both projects reviewed explore the application of a funds of knowledge approach, in which students focus on a key aspect of their identity and living circumstances and investigate it, seeking to understand the current situation and create positive options for possible improvements.
Conducting Action Research in a Practicum: A Student Teacher's Perspective
Author: Kasula, Alex
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Practicums,Student Teacher Attitudes,English (Second Language),Language Tests,Second Language Learning,Foreign Countries,Reflective Teaching,Teacher Education,Masters Programs,Critical Incidents Method,Teacher Improvement,Self Efficacy,Classroom Techniques,Student Research

This article looks at my reflection as a teacher during a master's degree practicum for a Second Language Studies Program. This particular practicum differs from the other common student teacher-training courses found in master's programs as it incorporated a teacher-training session on conducting action research (AR) in the classroom, a practice that has recently become a decisive element of TESOL programs (Ho, 2012). I taught for 8 weeks at a university in Thailand where my class met 4 times a week for 1 hour, and I also partook in teacher-training courses, 1 specifically on teaching training (3 hours a week) and the other specifically on conducting AR in the classroom. Through the AR methodology I was able to conduct meaningful research that contributed to a greater understanding of myself as a teacher, to improve the classroom environment, and also to bring insight into current research in the field of second language (L2) learning through grounding the AR in current theory. Through following the cyclical process of AR, I was able to gain a deeper insight into my own classroom, teaching, and abilities to conduct meaningful research. This reflective article acts as a reference for other student teachers who may be interested in applying a similar framework to their practicum experience, empowering them to go beyond just understanding teaching practice but also to potentially develop research grounded in L2 theory.
Evaluation of Automated Diagnosis and Instruction for Mathematics Problem-Solving. Research Report. ETS RR-07-28
Author: Underwood, Jody S.
Date: 2007-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Automation,Diagnostic Tests,Academic Support Services,Knowledge Level,Mathematics Skills,Tutoring,Error Patterns,Technology Uses in Education,Educational Technology,Program Effectiveness

The past several decades have seen numerous approaches toward automated diagnosis and instructional support of students engaged in mathematics problem-solving. These approaches typically involve detailed analysis of potential solution paths for problems, formal representations of correct and incorrect answers, and support in the form of feedback or explanations to students during the process of solving a problem. The approaches of each of a number of representative systems (ACED, ALEKS, Cognitive Tutors, Andes, and Assistments) will be described through a critical evaluation of how they represent content knowledge, their approaches to diagnosis, and their approaches to instructional support. Finally, recommendations are made for new approaches to automated diagnosis and instructional support of mathematics problem-solving.
Contextualized Workforce Skills and ESL Learner Identity
Author: Vafai, Maliheh Mansuripur
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Curriculum Development,Career Readiness,Relevance (Education),Labor Force Development,Job Skills,Student Motivation,Student Educational Objectives,Mixed Methods Research,Student Surveys,Semi Structured Interviews,Focus Groups,Investment,Student Attitudes,Academic Aspiration,Grounded Theory,Adult Educators

This article reports on an empirical case study centering on adult ESL learners' motivational patterns for learning English and its relevance to their career goals. It looks at past patterns of immigrant insertion within the socioeconomic context of the US and explores current trends in adult ESL curriculum development focused on the task of &quot;career readiness.&quot; Drawing on Norton-Peirce's (1995, 1997) concept of &quot;investment&quot; in second language learning, research for this study poses the question of curriculum relevance to student aspirations, implicating aspects of learner identity and various modes of belonging. The study contributes to the understanding of ESL learners' positioning vis-à-vis curriculum change while reflecting on the extent of learner autonomy in the face of structural limitations.
Reviewing the Role of Cognitive Load, Expertise Level, Motivation, and Unconscious Processing in Working Memory Performance
Author: Kuldas, Seffetullah
Date: 2015-06-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Expertise,Short Term Memory,Student Motivation,Theories,Schemata (Cognition),Learning Processes,Psychological Patterns,Instructional Design,Intervention

Human cognitive capacity is unavailable for conscious processing of every amount of instructional messages. Aligning an instructional design with learner expertise level would allow better use of available working memory capacity in a cognitive learning task. Motivating students to learn consciously is also an essential determinant of the capacity usage. However, motivational factors are often subject to unconscious rather than conscious emotional processing. This review sets out the need for further studies to elucidate the role of motivation and unconscious processing in the use of cognitive capacity.
Constructing Identity through Negotiation for Cambodian Adult English Language Learners in East Oakland
Author: Washington, Brad D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,English Language Learners,Language Acquisition,African Americans,Refugees,Sociolinguistics,Oral History,Second Language Learning,Critical Theory,Race,Aggression,Racial Identification,Racial Relations,Personal Narratives

This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author's intent through data collected for the study to explore participants' acquisition of English language as a mode of resistance and empowerment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic, and global divides, the participants in this study express the importance of learning &quot;English as an additional language&quot; for the promotion and preservation of Cambodian history and tradition. The themes of this study will be framed by the theories of microagression and critical race theory in relation to English language construction.