ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Ethnography in Blended Learning Environments
Author: Antoniadou, Victoria
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Ethnography,Blended Learning,Educational Environment,Educational Research,Doctoral Dissertations,Research Methodology,Teacher Education,Computer Mediated Communication,Virtual Classrooms,Educational Development,Case Studies,Grounded Theory,Discourse Analysis,Data Collection,Data Analysis,Sampling,Data Processing,Preservice Teachers,Foreign Countries

This chapter aims to answer some of the questions that emerge when carrying out educational ethnography in a blended learning environment. The authors first outline how Virtual Ethnography (VE) has been developed and applied by other researchers. Then, to better illustrate the approach, they describe a doctoral research project that implemented VE, combined with Grounded Theory case studies, to trace learning in teacher education across classroom and online environments (i.e. through telecollaboration with U.S.-based peers; see also Dooly, this volume). Additional sources for recommended reading are also provided. [A Catalan version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Research Ethics
Author: Dooly, Melinda
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Qualitative Research,Ethics,Guidelines,Informed Consent,Confidentiality,Information Storage,Information Dissemination,Legal Responsibility,Research Projects,Data Collection

Qualitative research, especially studies in educational contexts, often brings up questions of ethics because the study design involves human subjects, some of whom are under age (e.g. data collected in primary education classrooms). It is not always easy for young researchers to anticipate where ethical issues might emerge while designing their research project. To help the young researcher, the authors include the research ethic statement drawn by the Grup de Recerca en Ensenyament i Interacció Plurilingües (GRIEP) research group as a guideline for setting up and carrying out qualitative research. They also provide an example of a signed consent form that can be adapted to the individual needs of each study. Websites with resources mentioned and consent forms for downloading (GRIEP model) are provided. [A Spanish version of this chapter is also included in the book. For the complete volume, &quot;Qualitative Approaches to Research on Plurilingual Education,&quot; see ED573580.]
Going Public: Writing about Effectiveness Studies and Their Results. REL 2016-173
Author: Dynarski, Mark
Date: 2016-05-00
Type: Guides - General
Subjects: Research,Writing Strategies,Research Reports,Program Effectiveness,Guides,Research Methodology,Effect Size,Policy

This brief provides tips writers can use to make impact research more digestible and actionable for policymakers and practitioners. The brief emphasizes five tips: make the contrast clear, make causal statements only when they result from causal research designs, present numbers simply and concretely, describe effects in meaningful units, and present findings as information for policy. The brief provides positive examples of plain writing in the five key aspects of an effectiveness study to support the writer's ability to use each of these five tips.
Evaluation Methods Used during the Assessment of an Academic Program at Micro-Level
Author: Chinembiri, France
Date: 2017-03-28
Type: Reports - Evaluative
Subjects: Evaluation Methods,Evaluation Criteria,Educational Assessment,Program Evaluation,Health Education,Educational Quality,Nursing Education,Medical Education,Educational Improvement,Tests,Scores,College Students

This paper majors on the evaluation criteria and methods used for the assessment of health education programs in the United States. The choice of the topic is dictated by the fact that there is need to improve on the quality of the graduates that the different nursing and medical institutions in the United States produce. By looking at the assessment criteria or evaluation methods for the nursing programs, this paper aims at coming up with the best recommendations that can change the nature of the programs offered in nursing education so that they adapt to the current needs of the nursing and medical profession. The study or research on the assessment methods will help to outline the current methods used in the evaluation while recommending the necessary changes to the methods to make them better.
Narrowing the Gender Gap:Empowering Women through Literacy Programmes: Case Studies from the UNESCO Effective Literacy and Numeracy Practices Database (LitBase) http://www.unesco.org/uil/litbase/. 2nd Edition
Author: Hanemann, Ulrike, Ed.
Date: 2015-00-00
Type: Reports - Research
Subjects: Gender Differences,Access to Education,Empowerment,Womens Education,Females,Literacy Education,Barriers,Case Studies,Foreign Countries,Equal Education,Adult Literacy,Intervention,Educational Policy,Developing Nations,Illiteracy,Economic Development,Community Development,Program Implementation,International Organizations,Poverty,Best Practices,Basic Skills,Poetry,Child Health,Pregnancy,Bilingualism,Mothers,Disadvantaged,Justice,Early Childhood Education,Sexuality,Employees

UIL has published a second edition of a collection of case studies of promising literacy programmes that seek to empower women. &quot;Narrowing the Gender Gap: Empowering Women through Literacy Programmes&quot; (originally published in 2013 as &quot;Literacy Programmes with a Focus on Women to Reduce Gender Disparities&quot;) responds to the continued interest of stakeholders in Member States in borrowing from examples of literacy practices that enhance gender equality. The examples of effective literacy and numeracy practices featured in this compilation showcase how gender mainstreaming in adult learning has been successfully applied in different contexts and countries across all world regions. The case studies included in this publication share unique experiences and lessons on how to reduce gender disparities in and through adult literacy and basic education. The case studies are drawn from eighteen countries and are also available on the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [Editing support for this document was provided by Cassandra Scarpino. For the first edition, &quot;Literacy Programmes with a Focus on Women to Reduce Gender Disparities: Case Studies from UNESCO Effective Literacy and Numeracy Practices Database (LitBase). http://www.unesco.org/uil/litbase/,&quot; see ED560492.]
Literacy in Multilingual and Multicultural Contexts: Effective Approaches to Adult Learning and Education
Author: Hanemann, Ulrike, Ed.
Date: 2016-00-00
Type: Collected Works - General
Subjects: Teaching Methods,Literacy Education,Multicultural Education,Immigrants,Refugees,Culturally Relevant Education,Language Usage,Adult Education,Bilingual Education,Native Language,Language of Instruction,Electronic Publishing,Family Literacy,Gender Bias,Sex Fairness,Empowerment,Adult Literacy,Females,Technology Uses in Education,Educational Technology,Multilingualism,Family Programs,Reading Comprehension,Foreign Countries

This compilation includes programmes which promote language and culture as resources and see them as an added value rather than a challenge for literacy teaching and learning. It also includes programmes designed to support migrants and refugees by equipping them for integration into mainstream society while strengthening their literacy skills in their native language. One of the important lessons which emerges from this publication is that the success of multilingual and multicultural approaches to literacy depends on participatory decision-making and the involvement of local communities in all stages of programme design and implementation.
Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers. 2nd Edition
Author: Hanemann, Ulrike, Ed.
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Literacy Education,Numeracy,Mathematics Education,Teaching Methods,Technology Integration,Videoconferencing,Instructional Materials,Program Effectiveness,Case Studies,Television,Radio,Telecommunications,Handheld Devices,Adult Literacy,Distance Education,Program Content,Foreign Countries

The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of &quot;Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers.&quot; This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: &quot;Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers,&quot; see ED560504.]
Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education
Author: Carlsen, A.
Date: 2016-00-00
Type: Reports - Research
Subjects: Distance Education,Adult Students,Access to Education,Higher Education,College Students,Foreign Countries,Student Needs,Student Characteristics,Costs,Financial Support,Barriers,Educational Policy,Theories,Qualitative Research,Statistical Analysis,Case Studies,Questionnaires

Distance education in higher education is a fast-growing and widespread phenomenon. As many adults are unable to participate in on-campus education, distance education offers flexible learning paths that greatly enhance accessibility to higher education. Exploring distance education's potential to increase the participation of adult learners in higher education is an important objective of education policy in the European Union. Against this background, the UNESCO Institute for Lifelong Learning (UIL), the International Council for Open and Distance Education (ICDE) and StudyPortals (SP) collaborated on a research project entitled &quot;The Impact of Distance Education on Adult Learning&quot; (IDEAL). The IDEAL team has recently published the final report of the research project, &quot;Closing the Gap: Opportunities for Distance Education to Benefit Adult Learners in Higher Education.&quot; The report sets out the findings of this research project, which was carried out between October 2013 and November 2015. It examines the interrelations of adult learning, higher education and distance education, and comes up with a set of recommendations for the development and implementation of programmes and national policies related to distance education. The main recommendations to policymakers and distance education providers refer to increasing the openness of higher education to adult learners by removing regulative barriers and developing standard procedures for recognition of prior learning across Europe. Higher education institutions should further facilitate learning for adults by offering more interactive possibilities, practical study guides and offer more, diverse options for financial support. The following are appended: (1) Summary of empirical results from the three independent studies; (2) An Overview of Distance Education; (3) The Distance Education Concept. A glossary of key terms and a bibliography are also included.
Why Do Countries Participate in International Large-Scale Assessments? The Case of PISA. Policy Research Working Paper 7447
Author: Lockheed, Marlaine E.
Date: 2015-10-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Achievement Tests,International Assessment,Global Approach,Computer Assisted Testing,Economic Development,Geographic Regions,Experience,International Programs,Participation,Socioeconomic Influences,Elementary Secondary Education,Mathematics Achievement,Science Tests,Mathematics Tests,Science Achievement,Grade 4,Reading Achievement,Reading Tests,Regression (Statistics),Comparative Analysis

The number of countries that regularly participate in international large-scale assessments has increased sharply over the past 15 years, with the share of countries participating in the Programme for International Student Assessment growing from one-fifth of countries in 2000 to over one-third of countries in 2015. What accounts for this increase? This paper explores the evidence for three broad explanations: globalization of assessments, increasing technical capacity for conducting assessments, and increased demand for the microeconomic and macroeconomic data from these assessments. Data were compiled from more than 200 countries for this analysis, for six time periods between 2000 and 2015, yielding more than 1,200 observations. The data cover each country's participation in each of six cycles of PISA as it relates to the country's level of economic development, region, prior experience with assessment, and OECD membership. The results indicate that the odds of participation in PISA are markedly higher for OECD member countries, countries in the Europe and Central Asia region, high- and upper-middle-income countries, and countries with previous national and international assessment experience; the paper also finds that regional assessment experience is unrelated to PISA participation.
Higher Education in Ohio: High Tuition, Low Aid, Too Little State Investment. Budget
Author: Patton, Wendy
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Tuition,Student Financial Aid,Investment,State Aid,Funding Formulas,Financial Support,Educational Finance,Budgeting,Resource Allocation

A skilled workforce is one essential component of a prosperous and inclusive state economy. Attaining a degree or other post-secondary credential has obvious benefits to graduates and their families. Higher education insulates against unemployment and can be a pathway out of the low-wage economy. Funding for higher education is correlated with increased productivity, increased wages and a more adaptable labor force for employers. At the height of the recession, the state cut support for public higher education institutions and drastically cut need-based financial aid. Even though the state has made some strides in holding down rising tuition and fees, Ohio remains one of the priciest states for both four-year and two-year public schools. Not surprisingly, the state also has very high levels of student debt. In the 2016-17 budget, Ohio made progress toward reinvesting in higher education, but it is not enough to close the gap. The key findings noted in this report include: (1) Adjusted for inflation, state funding for higher education in FY 2017 will be a half-billion lower than in FY 2008; (2) 2016-17 budget invests $274 million in state share of instruction, a 7.6% boost that turns the trend in the right direction; (3) 2016-17 budget boosts need-based aid by almost 13%, adjusted for inflation, but Ohio remains 61 percent--$309 million--below the level of 2008-09. Ohio has a world-class network of public universities, community colleges and branch campus institutions. Underfunding this public system and keeping financial aid low hampers long-term prosperity for workers and the state as a whole.
Preventing Fetal Alcohol Spectrum Disorders: An Evidence-Based Prevention Program for Adolescent and Adult Hispanic Females in the South Texas Border Region
Author: Russell, Todd T.
Date: 2017-03-05
Type: Reports - Research
Subjects: Prevention,Fetal Alcohol Syndrome,Cultural Relevance,Hispanic Americans,Females,Adults,Adolescents,Intervention,Alcohol Abuse,Health Behavior,At Risk Persons,Program Effectiveness,Pregnancy,Community Programs,School Health Services,Comprehensive School Health Education,Screening Tests,Surveys,Multivariate Analysis,Statistical Analysis

Fetal Alcohol Spectrum Disorders (FASD) present serious problems for the twenty-first century. These disorders describe a variety of neurological and behavioral deficits that result from exposure of an unborn child to alcohol during pregnancy. While thousands of children are diagnosed with FASD annually, FASD is completely preventable if women refrain from consuming alcohol while pregnant. The purpose of this study was to assess the effects of an evidence-based and culturally relevant FASD prevention program among adolescent and adult Hispanic females residing along the South Texas border with Mexico. All 239 youth and adult participants were concurrently receiving substance use intervention and/or treatment services from at least one of seven different programs operated by a single non-profit social services agency. The participants received the &quot;Project CHOICES&quot; intervention, which helps prevent alcohol-exposed pregnancies by focusing on reducing drinking and using contraception. The findings of this investigation indicated that women who successfully completed the FASD Prevention Program demonstrated increased effectiveness of birth control use and decreased use and abuse of alcohol. The empirical success of Project CHOICES and the FASD Prevention Program examined in this study serve as support for the goal of incorporating FASD information and contraceptive education into school-based recovery programs and community-based substance abuse intervention and treatment programs for adolescent and adult females. (Contains 2 tables.)
The English and Indonesian Argument Structure: A Cross-Cultural Rhetoric of Argumentative Texts
Author: Arsyad, Safnil
Date: 2000-00-00
Type: Reports - Research
Subjects: Persuasive Discourse,Contrastive Linguistics,Indonesian,Cultural Differences,Rhetoric,Text Structure,College Students,Native Speakers,English (Second Language),English,Native Language,Written Language,Computational Linguistics,Discourse Analysis,Role,Writing (Composition),Second Language Learning,Second Language Instruction,Foreign Countries

This study examined and compared the rhetorical structure of argumentative texts written by three groups of university students: 1) twenty Indonesian texts written by Indonesian native speakers (I.I.); 2) ten English texts written by Indonesian native speakers (I.E.); 3) ten English texts written by English native speakers (A.E.). Following the argumentative text analysis model developed by Tirkonnen-Condit (1984 and 1986) and Connor (1990), the data were analysed using top-down and bottom-up analysis techniques at macro organizational text level. The results indicated that the text organizational structure of argumentative texts in English and in Indonesian were different in respect of the frequency of occurence of sections-introductions, evaluation and conclusion and of the sub-sections of refutation, sub-claim, and induction within the problem section. Cultural differences between English and Indonesian may have played a crucial role in the text rhetorical differences. Also, the I.E. texts features are more similar to those of A.E. texts than to those of I.I. texts. The study indicates that the Indonesian students need to study the conventions of rhetorical structures and text features of English argumentative texts in order to be able to write good argumentative texts in English.
A Longitudinal View of Educational Outcomes for &quot;Preschool for All&quot; Participants in Redwood City School District. Issue Brief
Author: Sanchez, Monika
Date: 2014-03-00
Type: Reports - Research
Subjects: Longitudinal Studies,School Districts,Urban Schools,Preschool Education,Outcomes of Education,School Readiness,Program Effectiveness,Student Records,Early Childhood Education,Data Analysis,Educational Experience,Followup Studies,Enrollment Trends,Standardized Tests,Models,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3

This report is a longitudinal examination of &quot;Preschool for All&quot; (PFA) participants, tracking students' experiences across their first four years in elementary school. It builds upon a 2009 study that found that PFA graduates in San Mateo County were better prepared for kindergarten than their classmates who had not attended preschool and equally ready for kindergarten as classmates with other preschool experiences. To conduct the analysis, researchers used the Youth Data Archive to link individual student records from three PFA cohorts to their Redwood City School District records. The analysis suggests that participating in a high-quality preschool program was associated with positive academic outcomes for children once they entered the K-12 school system. It is important to note that PFA served children who might not otherwise attend a high-quality preschool program, targeting those in traditionally underserved groups. These children might not be expected to perform similarly given the documented disparities in achievement between at-risk students and their peers that persist throughout the elementary grades. The fact that PFA participants were just as likely to be persistently proficient in some subjects as students who did not participate in PFA is noteworthy; in particular, because these longitudinal comparisons used students' raw proficiency scores, unadjusted for demographics, and because students who did not attend PFA likely participated in other preschool programs.
Motivation: An Updated Analysis. IDEA Paper #59
Author: Svinicki, Marilla D.
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Motivation Techniques,Student Motivation,Educational Theories,Concept Teaching,Behavioral Objectives,Educational Practices,Educational Principles,Teaching Methods,Beliefs,Goal Orientation,Self Determination

Because instructors are very concerned about how to motivate their students, this paper describes some of the most prominent and practically relevant contemporary theories of motivation, specifically expectancy value theory, goal orientation theory, and self-determination theory. After describing each theory and its basic components, suggestions are made about how to incorporate key concepts into teaching practices appropriate for postsecondary education. Where appropriate, suggestions for practice are linked to learning objectives and teaching methods that are part of the IDEA Student Ratings System (SRI). The goal is to provide sufficient basic information about research-based theories and practices that instructors can apply to facilitate student progress on the learning objectives in their classes.
Transitioning from Traditional Courses to Technologically Supported Classrooms. IDEA Paper #62
Author: Proctor, Janice
Date: 2016-11-00
Type: Reports - Research
Subjects: Conventional Instruction,Educational Technology,Technology Uses in Education,Teaching Methods,Interactive Video,Television,Distance Education,Interaction,College Faculty,Sociology,Interviews,Diaries,Comparative Analysis,Barriers

This paper focuses on the authors' experiences teaching on Ohio University's Learning Network (OULN), which uses interactive television and real-time face-to-face interaction as a distance-education (DE) delivery tool. One of the authors is a sociology professor, and the other is her former student and an experienced OULN system operator. The transition to DE from a traditional, less technological approach presents numerous challenges as well as opportunities. This paper compares the semester-long progress of two different sociology courses that used the OULN. It presents an analysis of each class's strengths and weaknesses, along with qualitative data based on interviews with each class's students, as recorded in a diary that the authors kept throughout the semester on the progress of each class. One class experienced more success than the other, which presented numerous teaching challenges. The paper concludes by offering guidance for integrating traditional teaching methods, including group work, into DE environments.