ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction
Author: Burston, Jack
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Advanced Courses,Educational Technology,Teaching Methods,English (Second Language),German,French,Written Language,Oral Language,Guidelines

This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four leading CALL journals (&quot;CALICO,&quot; &quot;CALL,&quot; &quot;LL&amp;T,&quot; &quot;ReCALL&quot;), less than 3% of all CALL publications deal with AL2. Moreover, within this body of research, the range of languages involved is very restricted. Three languages, English, German and French, account for nearly 87% of the studies. Likewise, in nearly 81% of the cases, the learning focus is on the written language. Attention to oral-aural skills accounts for only 18% of all AL2 CALL projects. Whatever the targeted language or linguistic focus, the most striking aspect of advanced-level L2 CALL studies is the lack of information given regarding the competency level of students and the linguistic level of the activities undertaken. The determination of these critical parameters is thus of necessity very much a highly interpretive process. Based on the available evidence, it is estimated that half of the learners in these AL2 studies were in fact within the Common European Framework of Reference (CEFR) B1 range, i.e. below what would generally be considered as advanced-level competency. So, too, half of the assigned tasks were deemed to have been below the B2 level, with 40% of these below the B1 level. This study concludes that both quantitatively and qualitatively the contribution of instructional technology to advanced-level L2 acquisition has been very limited. [For the complete volume of short papers, see ED572005.]
Using a Dialogue System Based on Dialogue Maps for Computer Assisted Second Language Learning
Author: Choi, Sung-Kwon
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Second Language Learning,Dialogs (Language),Graphs,Man Machine Systems

In order to use dialogue systems for computer assisted second-language learning systems, one of the difficult issues in such systems is how to construct large-scale dialogue knowledge that matches the dialogue modelling of a dialogue system. This paper describes how we have accomplished the short-term construction of large-scale and machine-readable dialogue maps that match the modelling of a dialogue system. The dialogue map is a kind of graph consisting of subtasks, instance-to-slots, and constraints such as &quot;necessary&quot; or &quot;optional&quot;. It took 5.36 months to implement a dialogue modelling in the existing dialogue system. [For the complete volume of short papers, see ED572005.]
Student Reports of Bullying: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2017-015
Author: Lessne, Deborah
Date: 2016-12-00
Type: Numerical/Quantitative Data
Subjects: Bullying,Student Reaction,Crime,School Statistics,School Surveys,Tables (Data),Statistical Data,Statistical Distributions,Institutional Characteristics,Educational Environment,Incidence,Self Disclosure (Individuals),Student Attitudes,National Surveys,Computer Mediated Communication,Peer Relationship,Victims,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Age Differences,Family Income,Census Figures,Geographic Location,School Size,Teacher Student Ratio,Minority Group Students,Poverty,Correlation,Violence,Weapons,Substance Abuse,School Security,Fear,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

This document reports data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report being bullied. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2013-14 Common Core of Data (CCD) and the 2013-14 Private School Universe Survey (PSS) to the SCS to show the extent to which bullying victimization is reported by students in schools with different characteristics. School characteristics appended to the file are: region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between reported bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. A glossary of all the variables used in the tables in this report is included.
End of Grant Report
Author: Smarter Balanced Assessment Consortium
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Assessment,Consortia,Summative Evaluation,Formative Evaluation,Language Tests,Mathematics Tests,Test Items,Test Construction,Item Banks,Open Source Technology,Outreach Programs,Communication (Thought Transfer),Standards,Privacy,Information Security,College Readiness,Career Readiness,Electronic Libraries,Sustainability,Elementary Secondary Education

The Smarter Balanced Assessment Consortium has built a comprehensive learning and assessment system in English Language Arts/Literacy (ELA/L) and mathematics, the components of which work together toward the goal that all students leave high school prepared for postsecondary success in college or career through increased student learning and improved teaching. The comprehensive assessment system includes summative and interim assessments; a digital library of formative tools, processes, and practices; and a suite of open-source applications. The purpose of this report is to summarize the work done to build the assessment system for use beginning with the 2014-2015 school year. The first chapter of this report discusses the principles underlying the Consortium's assessment system. Chapter 2 articulates the purposes of the summative and interim assessments and then discusses the evidence that support those uses. The last portion of this chapter discusses the digital library of formative tools. Chapter 3 discusses the work that was done to create test questions that measured the intended construct and that were accessible to all students. This chapter also discusses the Consortium's open-source assessment delivery and reporting system. Chapter 4 discusses the population that took the spring 2014 field test and the expected population who took the spring 2015 operational test. Chapter 5 summarizes the Consortium's outreach and communication efforts. Chapter 6 discusses sustaining the work of the Consortium now that its first operational use during the 2014-2015 school year is past. The Consortium is committed to allowing flexibility among members. To support this, Chapter 7 discusses the Consortium's technology standards for items and tasks as well as our Implementation Readiness Package (IRP). The Consortium is committed to protecting the privacy, security, and confidentiality of student data. The final chapter shares the Consortium's policies on data privacy and data security. The List of the Consortium's RFPs and Contracted Vendors is appended.
USAID Adolescent Girl Strategy Implementation Plan
Author: USAID
Date: 2016-03-15
Type: Reports - Descriptive
Subjects: Adolescents,Females,Empowerment,Equal Education,Social Justice,Gender Issues,Public Policy,Violence,Capacity Building,Participative Decision Making,Agency Cooperation

USAID's commitment to empowering adolescent girls to reach their full potential is reflected in the Agency's larger efforts to achieve gender equality and women's empowerment. The Agency holds decades of experience leading advances for greater gender equality and empowerment that benefit adolescent girls; however, these activities have not been expressed in a comprehensive framework. This implementation plan reflects USAID's engagement with adolescent girls, aged ten to nineteen, and the Agency's work to address the diversity of opportunities, possibilities, and challenges that adolescent girls encounter. USAID's contributions to the U.S. Government's Adolescent Girl Strategy draw from the Agency's existing gender framework to amplify development efforts that advance gender equality for adolescent girls. In turn, these investments create opportunities for adolescent girls to increase their contributions and ability to benefit from the development of their societies. This plan
Functional Behavioral Assessment-Based Interventions. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Functional Behavioral Assessment,Intervention,Student Behavior,Behavior Modification,Behavior Problems,Educational Research,Children,Adolescents,At Risk Persons,Emotional Disturbances,Program Effectiveness,Learner Engagement,Interpersonal Competence,Elementary Secondary Education

This intervention report presents findings from a systematic review of &quot;functional behavioral assessment-based interventions&quot; conducted using the WWC Procedures and Standards Handbook, version 3.0, and the Children Identified With or At Risk for an Emotional Disturbance review protocol, version 3.0. Functional behavioral assessment (FBA) is an individualized problem-solving process for addressing student problem behavior. An assessment is conducted to identify the purpose or function of a student's problem behavior. This assessment process involves collecting information about the environmental conditions that precede the problem behavior and the subsequent rewards that reinforce the behavior. The information that is gathered is then used to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors. The What Works Clearinghouse (WWC) identified 17 studies of FBA-based interventions that both fall within the scope of the Children Identified with or At Risk for an Emotional Disturbance topic area and meet WWC pilot single-case design standards. Seven studies meet pilot single-case design standards without reservations, and 10 studies meet pilot single-case design standards with reservations. Together, these single-case design studies included 39 children between 5 and 18 years old who are identified with or at risk for an emotional disturbance. Those 17 studies are summarized in this report. Appended are: (1) Research details for Christensen et al. (2004); (2) Research details for Hagan-Burke et al. (2015); (3) Research details for Hansen et al. (2014); (4) Research details for Kern et al. (1994); (5) Research details for Lane et al. (2007a); (6) Research details for Lane et al. (2007b); (7) Research details for Losinski et al. (2015); (8) Research details for Christensen et al. (2012); (9) Research details for Clarke et al. (1995); (10) Research details for Davis et al. (2012); (11) Research details for Dunlap et al. (1995); (12) Research details for Dunlap et al. (1996); (13) Research details for Janney et al. (2013); (14) Research details for Kern et al. (2001); (15) Research details for Mustian (2011); (16) Research details for Nahgahgwon et al. (2010); (17) Outcome measures for each domain; (18) Single-case design findings included in the effectiveness ratings; and (19) Single-case design findings in a domain not included in the effectiveness ratings. WWC rating criteria and a glossary of terms are also provided.
Examples of Policies and Emerging Practices for Supporting Transgender Students
Author: Office of Safe and Healthy Students (ED)
Date: 2016-05-00
Type: Guides - Non-Classroom
Subjects: Sexual Identity,School Policy,Elementary Secondary Education,Privacy,Confidentiality,Student Records,Sanitary Facilities,Recreational Facilities,Physical Education,Athletics,Field Trips,Dress Codes,Bullying,Pupil Personnel Services,Training,Vocabulary

It has come to the Department of Education's (ED's) attention that many transgender students (i.e., students whose gender identity is different from the sex they were assigned at birth) report feeling unsafe and experiencing verbal and physical harassment or assault in school, and that these students may perform worse academically when they are harassed. School administrators, educators, students, and parents are asking questions about how to support transgender students and have requested clarity from ED. In response, ED developed two documents: (1) A Dear Colleague Letter about transgender students' rights and schools' legal obligations under Title IX of the Education Amendments of 1972; and (2) ED's Office of Elementary and Secondary Education compiled the attached examples of policies and emerging practices that some schools are already using to support transgender students. This guide shares some common questions on topics such as school records, privacy, and terminology, and then explains how some state and school district policies have answered these questions. This guide presents this information to illustrate how states and school districts are supporting transgender students. Also provided are information about and links to those policies at the end of the document, along with other resources that may be helpful as educators develop policies and practices for their own schools.
President's Committee on the Arts and the Humanities 2009-2016: A Legacy of Action
Author: President's Committee on the Arts and the Humanities
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Art Education,Youth Programs,National Programs,Public Agencies,Private Sector,Educational Cooperation,School Turnaround,Films,International Relations,Foreign Countries,Preservation,Humanities

The &quot;President's Committee on the Arts and the Humanities 2009-2016: A Legacy of Action&quot; highlights the results of the synergy of collaboration the President's Committee on the Arts and the Humanities (PCAH) forged with the private sector and each of the cultural agencies--National Endowment for the Arts, National Endowment for the Humanities, and the Institute of Museum and Library Services--over the last eight years, catalyzing groundbreaking initiatives in arts education like Turnaround Arts and expanding legacy programs like the National Arts and Humanities Youth Program awards. The transformation and change envisioned by PCAH's Honorary Chair First Lady Michelle Obama came about through the individual and collective creativity and energy of PCAH members. Together this President's Committee built model programs that were similar to, but different than anything that had come before in nurturing the talents, aspirations and knowledge of our nation's youth.
Turnaround Arts Initiative: Final Evaluatiion Report
Author: Stoelinga, Sara Ray
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Art Education,School Turnaround,Reading Achievement,Mathematics Achievement,Attendance,Suspension,Learner Engagement,Achievement Gap,Program Evaluation,Educational Change,Program Implementation,Educational Improvement,Elementary Schools,Middle Schools

The President's Committee on the Arts and the Humanities (PCAH) released the results of an independent study that shows substantial gains in student achievement at schools participating in its Turnaround Arts initiative. The eight schools' in the pilot phase of the initiative, showing increases in reading and math scores, as well as an increase in attendance and a decrease in suspensions, demonstrate that the program's use of the arts is having a measureable impact on low-performing schools by increasing student engagement and narrowing the achievement gap. [Turnaround Arts is supported and funded by a coalition of partners and funders, without whom this program would not be possible. Special thanks to the NAMM Foundation, for their support of this research and evaluation.]
Split-Half Administration of the 2015 School Crime Supplement to the National Crime Victimization Survey. Methodology Report. NCES 2017-004
Author: Lessne, Deborah
Date: 2016-12-00
Type: Reports - Research
Subjects: National Surveys,Victims of Crime,Bullying,Schools,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Student Surveys,Test Items,Test Construction,Sampling

This report outlines the development, methodology, and results of the split-half administration of the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The National Crime Victimization Survey (NCVS) is sponsored by the U.S. Department of Justice, Bureau of Justice Statistics (BJS). The National Center for Education Statistics (NCES) collaborated with BJS to design the SCS as a supplement to the NCVS. Census conducted the SCS along with the NCVS in 1989, 1995, 1999, and every two years from 1999 to the present. The survey is administered to youth ages 12-18 in participating NCVS households who were enrolled in any of the grades 6-12 and attended public or private school for at least part of the school year concurrent with the survey year. The 2015 SCS was administered between January and June of 2015. The results of these analyses indicated that the bullying estimates derived from the new 2015 SCS bullying items were not similar to estimates derived from the historic bullying items alone. However, it also was determined that the two new bullying estimates (version 1 + RP, and version 2) were not similar to each other, although both were designed to make explicit to students the same elements--repetition and power imbalance--of the uniform bullying definition. Further analysis is planned to help determine what constructs are being measured by the two new versions of the bullying questions. For the 2015 SCS, NCES recommends use of only the data collected from the historic questions presented in version 1 to derive national estimates of reported bullying victimization in school among 12 to 18 year olds. This will allow for continuity with previous NCES data and prevent the dissemination of conflicting estimates of bullying victimization from the 2015 data. The following are appended: (1) School Crime Supplement to the National Crime Victimization Survey Details of Survey Question Changes From 2013 to 2015; and (2) 2015 School Crime Supplement Questionnaire.
The Use of Interactive Whiteboards: Enhancing the Nature of Teaching Young Language Learners
Author: Giannikas, Christina Nicole
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Interactive Video,Visual Aids,Technology Uses in Education,Educational Technology,Bulletin Boards,Second Language Instruction,Teaching Methods,Teacher Attitudes,Student Attitudes,Language Teachers,Foreign Countries,Semi Structured Interviews,Questionnaires,English (Second Language)

Language teaching can be enhanced by effective uses of technology; nonetheless, there are teachers who are reluctant to integrate technology in their practice. The debated issue has resulted in a number of Ministries of Education worldwide, including the Greek Ministry, to support a transition through the introduction of Interactive Whiteboards (IWBs). This initiative was not well-received in either the public or private sector, due to the fact that teachers were not provided with any training in how to use IWBs and include them in their teaching. IWBs became intimidating to the language teacher and did not serve their intended purpose in most cases. Nonetheless, there were teachers who were intrigued by IWBs and made an effort to apply them. The present paper focuses on the development of interactive language learning and the effect the teachers' risk-taking has on pedagogy from the teachers' and students' perspectives. The outcomes of the study were that language teachers have taken charge of their own professional growth and take risks in order to help learners benefit from IWBs. However, due to lack of training, teachers and students have not reached the zenith of using IWBs. [For the complete volume of short papers, see ED572005.]
Effects of Task-Based Videoconferencing on Speaking Performance and Overall Proficiency
Author: Iino, Atsushi
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Educational Technology,Technology Uses in Education,Second Language Instruction,Language Skills,Language Proficiency,College Students,Experimental Groups,Control Groups,Assignments,Pretests Posttests,English (Second Language),Scores,Speech Skills,Statistical Analysis,Foreign Countries,Role Playing,Program Effectiveness,Language Tests,Second Language Learning

The purpose of this study is to find the effects of using Videoconferencing (VC) as a tool for foreign language instructions in a semester long research study. The research questions focus on the effects of VC (1) on speaking skills, and (2) on general proficiency scores. English as a Foreign Language (EFL) learners in a university in Japan were divided into an Experimental Group (EG) with weekly VC outside the classroom, and a Control Group (CG) provided with 'shadowing practice' and written assignments instead of VC. Both groups spent eight weeks under the treatments with pre and post measurements. The results showed improvement in holistic ratings and temporal measurement in transcribed speech data, but not statistically significant in interaction between time and treatments. Speaking performance of the EG showed statistically more significant progress in fluency and lexical variation, and in general proficiency. The results suggest that using VC with tasks in a blended manner with classroom instruction develops balanced L2 competence and performance. [For the complete volume of short papers, see ED572005.]
&quot;Check Your Smile&quot;, Prototype of a Collaborative LSP Website for Technical Vocabulary
Author: Yassine-Diab, Nadia
Date: 2016-08-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Languages for Special Purposes,Web Sites,Educational Trends,Multilingualism,Dictionaries,Computer Games,Foreign Countries,Program Descriptions,Excellence in Education,Teaching Methods,Second Language Learning,Second Language Instruction,Universities,Instructional Innovation,Vocabulary Development,Web 2.0 Technologies

In a design-based research approach (Barab &amp; Squire, 2004), we are currently developing the first prototype of a collaborative Language for Specific Purposes (LSP) website. It focuses on technical vocabulary to help students master any field of LSP better. &quot;Check Your Smile&quot; is a platform aggregating various types of gameplays for each of which games are generated, based on the content of a collaboratively-constructed/user-generated multilingual dictionary. To this day the platform integrates six lexical games. In addition, &quot;Check your Smile&quot;, as a prototype of a new platform itself, has been selected as an Initiative of Excellence Project from the University of Toulouse in France. In a context of digital game-based learning, and as games, gaming and playing have become one of the main trends in educative innovation, we first justify the choice of a digital game-based learning solution. Then, we present the methodology followed for the development of &quot;Check your Smile&quot; and describe the linguistic and collaborative objectives. Finally, we conclude by presenting the potential future evolutions of our platform, as the release candidate version will be accessible from early 2017 onwards. [For the complete volume of short papers, see ED572005.]