ethanporcaro/eric-fulltext-meta huggingface dataset:
Tackling International Controversies in Virtual Exchange
Author: Watanabe, Masahito
Date: 2020-12-21
Type: Reports - Descriptive
Subjects: Exchange Programs,Program Descriptions,Computer Simulation,Second Language Learning,Second Language Instruction,English (Second Language),Intercultural Communication,College Students,International Education,Web Based Instruction,Computer Mediated Communication,Conflict,Group Discussion,Cultural Awareness,Language Teachers,Conflict Resolution,Stereotypes,Consciousness Raising,Asians,Foreign Countries,War,Poetry,Cultural Differences,International Relations,Controversial Issues (Course Content),Cultural Pluralism

Since 2000, I have been coordinating a web-based Virtual Exchange (VE) project, &quot;Project Ibunka.&quot; &quot;Ibunka&quot; means different cultures in Japanese. It aims to provide opportunities for authentic interaction among English as a Foreign Language (EFL) and English as a Second Language (ESL) learners all over the world. By the end of our last project, &quot;Project Ibunka 2018,&quot; more than 6,600 students from 22 different countries had participated in this project. The Asia-Pacific countries, such as Japan, China, Taiwan, South Korea, Indonesia, the US, Argentina, and others, have always played an active role in &quot;Project Ibunka.&quot; Though not so often, participants had taken up international controversies, such as territorial disputes, wartime responsibility, compensation for war victims and survivors, and others. Fortunately, the messages posted did not result in fruitless debate among participants. These issues can sometimes be seen to be too sensitive to be taken up in VE. However, the study and discussion of such issues are inevitable if we are to promote mutual understanding especially in the Asia-Pacific region. In my article, I would like to show how VE language teachers and students can take an acceptable, open-minded stance in VE, free from any stereotypes and prejudices. Teachers should set a goal of multicultural understanding and encourage students to gain insights using conflict resolution approaches. They also should push students to reconsider their own values from the standpoint of basic human needs. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
ICC Cultivation in a Multiform Course Mode
Author: Liu, Ran
Date: 2020-12-21
Type: Reports - Research
Subjects: International Cooperation,Intercultural Communication,Course Descriptions,Online Courses,Cultural Awareness,Teaching Methods,Universities,Comparative Analysis,Student Attitudes,Journal Writing,Outcomes of Education,Foreign Countries,Communicative Competence (Languages),Program Descriptions,Exchange Programs,English (Second Language),Second Language Learning,Nonmajors,Undergraduate Students,Measures (Individuals)

With the present situation of economic globalization, simple inter-flows of information within and between countries have become standard to meet the development needs of college and university students, who now require and demand intercultural communication to improve their understanding of the globalized world. In recent years, online platforms have dramatically changed the traditional face-to-face communication methods and provide a learning environment without time and place restrictions. With the construction of international online platforms, real intercultural communication conditions have been provided for students to improve their Intercultural Communication Competence (ICC) and English skills where they were not available before. This study outlines an online teaching method and design of a new multiform course mode that consists of two online platforms. Eleven random classes of 330 university students were observed in this study. All of them were enrolled in a four-month course of intercultural communication in the spring semester of 2017 at a science and technology university in China. Students were divided into two groups, Group A had five classes of students who participated in the new course mode and Group B was the other group which had six classes under the traditional classroom teaching mode. This study aims to find if the special course mode would help develop ICC among college students who stay in a domestic context, through an analysis of the variation of the two groups' ICC before and after the course. This research adopts a mixed methods approach that includes questionnaires, online platform observations, and students' reflective journals to test students' cultural intelligence before and after they have had the intercultural communication course. The findings provide a basis and reference for future ICC cultivation, especially regarding the construction of online ICC cultivating platforms. [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
Enrollment in Public-Prekindergarten and School Readiness Skills at Kindergarten Entry: Differential Associations by Home Language, Income, and Program Characteristics
Author: Ansari, Arya
Date: 2020-08-29
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,Kindergarten,Enrollment,School Readiness,Low Income Students,Bilingual Students,Family Characteristics,Native Language,Family Income,Academic Achievement,Executive Function,Self Control,Social Development,Emotional Development

The present study examined differences in school readiness skills in the fall of kindergarten between pre-K attendees and non-attenders (n = 2,581) among children in a large, diverse county. Also considered was the extent to which skills associated with pre-K enrollment varied as a function of children's background characteristics and features of their pre-K program. Results revealed pre-K attenders demonstrated better academic and executive function skills in the first months of kindergarten than non-attenders; no consistent differences were detected for teachers' reports of children's socioemotional adjustment. Differences in academic skills and self-regulation associated with attendance in pre-K were largest for dual language learners and children from the lowest-income families. Children enrolled in private pre-K programs demonstrated less optimal socioemotional skills at kindergarten entry. [This paper will be published in &quot;Early Childhood Research Quarterly.&quot;]
Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3
Author: Ansari, Arya
Date: 2018-11-13
Type: Reports - Research
Subjects: Educational Benefits,Executive Function,Early Childhood Education,Low Income,Interpersonal Competence,Social Development,Peer Relationship,Educational Experience,Preschool Children,Counties,Academic Ability,Student Characteristics,Cognitive Tests,Short Term Memory,Emotional Development,Academic Achievement,Correlation,Comparative Analysis,Achievement Gains,Student Diversity

This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered pre-K the following year demonstrating stronger academic skills, and less optimal social behavior than their peers with no earlier educational experience. However, these academic benefits were short-lived and did not persist through the end of pre-K, in large part because children who did not attend these programs at age 3 caught-up with their classmates who did. Roughly a quarter of this convergence in academics was attributed to children's subsequent classroom experiences. [This paper was published in the &quot;American Educational Research Journal&quot; (EJ1222475).]
Strengthening Causal Estimates for Links between Spanking and Children&apos;s Externalizing Behavior Problems
Author: Gershoff, Elizabeth T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Punishment,Discipline,Behavior Problems,Parenting Styles,Probability,Scores,Predictor Variables,Children,Child Behavior,Age,Incidence

Establishing causal links when experiments are not feasible is an important challenge for psychology researchers. The question of whether parents' spanking causes children's externalizing behavior problems poses such a challenge because randomized experiments of spanking are unethical, and correlational studies cannot rule out potential selection factors. This study used propensity score matching based on the lifetime prevalence and recent incidence of spanking in a large and nationally representative sample (N = 12,112) as well as lagged dependent variables to get as close to causal estimates outside an experiment as possible. Whether children were spanked at the age of 5 years predicted increases in externalizing behavior problems by ages 6 and 8, even after the groups based on spanking prevalence or incidence were matched on a range of sociodemographic, family, and cultural characteristics and children's initial behavior problems. These statistically rigorous methods yield the conclusion that spanking predicts a deterioration of children's externalizing behavior over time.
Ethnographic Approaches to Developing Intercultural Competence through Intercultural Interactions in the Higher Education Context in China
Author: Wang, Yi'an
Date: 2020-12-21
Type: Reports - Descriptive
Subjects: Ethnography,Intercultural Communication,Second Language Learning,Second Language Instruction,Geography Instruction,Anthropology,Learning Motivation,Higher Education,Foreign Countries,Cultural Awareness,Course Descriptions,Teaching Methods,English (Second Language),Teacher Student Relationship,Online Courses,Program Descriptions,Electronic Publishing,Graduate Students,Masters Programs

With the recent developing trend of redefining 'culture' across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey &amp; Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests &quot;a redefinition of culture in anthropological rather than aesthetic terms&quot; (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active 'cultural experience' in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture &quot;as the full gauntlet of social experience that students of foreign languages both learn and participate in&quot; (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of 'small culture', students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003). [For the complete volume, &quot;Virtual Exchange in the Asia Pacific: Research and Practice,&quot; see ED610332.]
School Absenteeism through the Transition to Kindergarten
Author: Ansari, Arya
Date: 2018-01-21
Type: Reports - Research
Subjects: Attendance,Kindergarten,Disadvantaged Youth,Preschool Education,Mathematics Achievement,Reading Achievement,Language Acquisition,Educational Policy,Surveys,Statistical Analysis,Vocabulary,Verbal Ability,Intelligence Tests,Achievement Tests,Predictor Variables,Correlation

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States. [This paper was published in &quot;Journal of Education for Students Placed at Risk&quot; (EJ1174323).]
Educational and Labor Outcomes of the Texas Migrant Student Population. Policy Brief
Author: Malinowska, Aleksandra
Date: 2018-08-00
Type: Reports - Research
Subjects: Outcomes of Education,Employment Patterns,Hispanic American Students,Migrant Education,Labor Market,Wages,Attendance,College Entrance Examinations,Scores,Enrollment,STEM Education,Majors (Students),Educational Attainment,Migrant Children,Elementary Secondary Education

The children of migrant workers are one of the most marginalized populations in the United States. Instability and poverty impact many aspects of most migrant students' lives, especially education. Migrant or seasonal workers travel between cities, states, and countries following employment in temporary and cyclical industries such as agriculture, logging, fishing, or manufacturing. Texas has the second largest population of migrant students in the United States and spends about $50 million annually on the Texas Migrant Education Program (TMEP). There has been limited evaluation of outcomes following participation in the TMEP (or in the MEP in general) and no research regarding labor outcomes of former migrant students has been conducted. The purpose of this study is to estimate how educational and post-schooling outcomes of Latino students eligible to participate in the TMEP differ from those of the non-migrant Latino student population, controlling for various factors. Specifically, the study is guided by the following questions: (1) Does participation in the TMEP compensate for disadvantages faced by Latino migrant students?; (2) Do Latino TMEP participants fare better or worse compared to the non-migrant Latino student population? What explains these differences?; and (3) Does program eligibility or participation improve academic or labor market outcomes? The educational outcomes studied include total and chronic absenteeism, SAT score, odds of enrollment in a STEM major, and degree level awarded from public universities, career and technical schools, and community colleges. The primary labor market outcomes investigated are wages and odds of participating in the agricultural industry. OLS regression, logistic regression, ordered logit, zero inflated Poisson regression, and panel data with fixed effects were used. Changes in migrant students' eligibility for services allows for an estimation of the intent-to-treat effect of the TMEP.
Locked Down, but Not Isolated: Twitter Collaboration among Teachers in Response to COVID-19
Author: Rosell-Aguilar, Fernando
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Social Media,Telecommunications,Teacher Collaboration,Educational Technology,Technology Uses in Education,Online Courses

This piece looks at the use of Twitter to share good practice among education professionals responding to the so-called 'pivot online': the sudden shift to online learning necessitated by the spread of the Coronavirus pandemic. It presents a general overview on how Twitter provided a source of advice, ideas, and resources and how teachers shared their expertise at this time of need, focusing on my own experience as a Twitter user and online pedagogy expert. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Complexity and Simplicity during COVID-19: Reflections on Moving Pre-Sessional Programmes Online at Pace
Author: Borthwick, Kate
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Universities,Online Courses,Program Descriptions,Teaching Methods,Integrated Learning Systems,Computer Software,Small Group Instruction,Foreign Countries,Foreign Students,Second Language Learning,Second Language Instruction,English (Second Language),Course Content,Scaffolding (Teaching Technique),College Students,Distance Education

This article describes how a complex and large Pre-Sessional (PS) programme at the University of Southampton (UoS) moved online at pace during the COVID-19 pandemic. It outlines the scale of the challenge and the ideas that informed our approach. It gives an overview of the technical and learning design used to deliver the programme, and makes observations on how this was achieved using Blackboard, MS Teams, and Padlet. It indicates how a mix of whole-cohort content and smaller, online group spaces within one site were used to recreate a personalised, small-group teaching experience. It closes with some comments on lessons learned from the experience. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Where Do I Stand? The Importance of Prior Class Ranking on Life Outcomes. Policy Brief
Author: Murphy, Richard
Date: 2021-03-00
Type: Reports - Research
Subjects: Class Rank,Outcomes of Education,Academic Achievement,Grade 3,Elementary School Students,Predictor Variables

This paper considers an unavoidable feature of the school environment, class rank. What are the long run effects of a student's ordinal rank in elementary school? This research shows that students with a higher third grade academic rank, conditional on achievement and classroom effects, have higher subsequent test scores, are more likely to take AP classes, to graduate from high school, enroll in college, graduate from college, and ultimately have higher earnings 19 years later. This research studied the classroom rank of 3rd grade public school students in Texas for students between 1995 and 2008. Classroom rank is constructed using standardized test scores for students who took the exams in English. Academic achievement and rank are highly correlated.
Examining School Proactive Outreach to Families in Public Middle Schools
Author: Garbacz, S. Andrew
Date: 2020-00-00
Type: Reports - Research
Subjects: Outreach Programs,Public Schools,Middle Schools,Family School Relationship,Middle School Students,Student Behavior,Behavior Problems,Prosocial Behavior,Emotional Problems,Symptoms (Individual Disorders),School Safety,Positive Behavior Supports,Outcomes of Education,Middle School Teachers

The purpose of this study was to examine middle school outreach to families about student behavior and its relationship with student school behavior, conduct problems, emotional symptoms, prosocial behavior, as well as school safety. In addition, the role of school implementation of PBIS was examined as a systems-level approach that could promote school outreach to families. Participants were 653 teachers and 12,912 students across 41 public middle schools in the Northwest region of the U.S. The longitudinal data were examined using multilevel regression models in which repeated measures at the school level were nested within schools. Residualized change in school-level outcome was modeled as a function of current and prior measures. Findings suggested teacher-report of school proactive outreach to families predicted greater teacher-report of school safety, as well as declines in student-report of conduct problems and emotional symptoms. In addition, results suggested school outreach was associated with teacher-report of student school behavior. Implications for continued research on school-home communication, as well as implications for embedding proactive school-home communication approaches in school systems and practices are discussed. [This paper was published in &quot;School Psychology Review&quot; v49 n4 p493-509 2020 (EJ1282622).]
Moving towards Meaningful and Significant Family Partnerships in Education
Author: Garbacz, S. Andrew
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Family School Relationship,Parent Participation,Academic Achievement,Mental Health,Child Behavior,Child Development,Adolescent Development,Parent Teacher Cooperation,Family Involvement,Best Practices,Language Usage,Labeling (of Persons),Positive Behavior Supports

Partnerships with families in education settings should emphasize their roles as active and engaged co-equal partners. However, common practices in schools are to involve families at school-based events and share information with them about their child's education in a manner that does not promote two-way interactions. The purpose of this paper is to describe relevant background on family-school connections; approaches to promote academic performance and mental and behavioral health; and a framework to organize family partnerships that supports all youth across a continuum of support intensity. A theory of change is presented that depicts the impact of family partnerships on proximal and distal outcomes. Future directions for investigating effective approaches for family partnerships are described. [This paper was published in &quot;Adolescent Psychiatry&quot; v10 n2 p110-122 2020.]
How to Flip It… Never Again? Towards Agile Models of Work
Author: Sadoux, Marion
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: Foreign Countries,Second Language Instruction,Distance Education,COVID-19,Pandemics,Delivery Systems,Blended Learning,Electronic Learning,Educational Technology,Educational Change

This paper explores the way in which the Modern Languages team at the Oxford University Language Centre (OULC) sought to embrace the challenges of switching to a remote mode of teaching in the third term of 2019-20 as an opportunity to develop new ways of designing and delivering language courses for a flexible and hybrid future. It seeks to make note of agile recommendations towards further challenges to come. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]
Moving the Year Abroad Online: Ready, Steady, Go!
Author: Cunico, Sonia
Date: 2021-02-26
Type: Reports - Descriptive
Subjects: Study Abroad,Electronic Learning,Virtual Classrooms,Tourism,Tutors,College Students,Student Attitudes,Figurative Language,Second Language Learning,Second Language Instruction,Modern Languages,COVID-19,Pandemics,Cultural Education,Foreign Countries

Exeter students who had their 2019-2020 Year Abroad (YA) cut short by the COVID-19 health crisis were offered alternative online language provision to support their learning. This contribution discusses the students and staff's experience in the light of 'learning is a journey' metaphor. [For the complete volume, &quot;Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19,&quot; see ED612070.]