ethanporcaro/eric-fulltext-meta huggingface dataset:
Safety, Health and Welfare of Nigerian Workers as Entrenched under the Factories Act of 2004
Author: Adaeze, Chuku Princess
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Occupational Safety and Health,Wastes,Hazardous Materials,Fuels,Employees,Federal Legislation,Accidents,Work Environment,Law Enforcement,Injuries,Guidance,Manufacturing Industry,Training,Compliance (Legal),Unions,Civil Rights,Organizations (Groups),Nongovernmental Organizations,Foreign Countries

The Factories Act of 2004, the Employee Compensation Act of 2010, the Minerals Oil Safety Regulation of 1999 and the Harmful Waste Act of 2004 are pieces of legislation that included provisions for the safety, health and welfare of Nigerian workers beyond the Constitution of the Federal Republic of Nigeria 1999, and the Labour Act of 2004. This paper critically examined the extent to which these laws, with more emphases on the Factories Act of 2004 which made provisions for the safety, health and welfare of Nigerian workers and how the tenet of these laws has been enforced to reduce occurrence of accidents at workplace. This paper examined Part III of the Act, dealing with the training and guidance of naive workers, in that, no person shall be employed at any machine or in any process that is likely to cause injury, unless he has been trained by a more knowledgeable person about the dangers involved. Part III further states that factories shall provide a means of escape in case of fire, and all escape routes shall not be obstructed. Part IV addresses the welfare of persons employed, which includes the supply of clean drinking water, made available in containers, renewed daily, and suitable clean washing facilities. The findings showed that, in spite of the provisions in the Factories Act as well as other extant laws stipulating how workers safety, health and welfare is to be catered for, the rate of accidents at workplaces is increasing. Meanwhile, the examined laws will still require further review to include some of the observations and suggestions made in this work. Also, the major challenges found to be associated with the effectiveness of the Factories Act in ensuring safety, health and workers was perceived to be that the institutional agencies were not doing enough to regularly engage firms by enforcing corrective and punitive measures to erring firms. Therefore, the study recommends a special task force be setup to ensure daily compliance, the Ministry should be called to order for failure of exerting corrective measures when necessary. Finally, labour unions, human right organizations and other nongovernmental agencies should sensitize workers of their rights, privileges and protection stipulated by the law. [For the complete Volume 19 proceedings, see ED613922.]
Sex and Relationships Education in England - A Policy Causing Problems for Schools
Author: Hilton, Gillian L. S.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Sexuality,Sex Education,Interpersonal Relationship,Course Content,Teaching Methods,Faculty Development,Parent Attitudes,Teacher Attitudes,Biology,Student Attitudes,Social Attitudes,Health Behavior,Moral Values,Social Values,Family Structure,Educational Legislation,Sexual Orientation,Foreign Countries,Educational Change,Curriculum Development,Criticism,Educational Improvement,Controversial Issues (Course Content),Barriers,Elementary Secondary Education,LGBTQ People

Sex and relationships education has been a controversial area of the curriculum in England for many years. Despite changes to the content and the approach to this material, many teachers and parents remained unhappy about issues such as: the right of schools to teach material that some think should be done in a family situation only; the problem of training teachers how to approach subjects that can be controversial; the right of parents to refuse to allow their children to take part in such lessons. Added to these is the subject division between the biological aspects, which were compulsory and the relationships area, which is so much needed to help young people consider their behaviour and attitudes to sex, sexual orientation and relationships of all kinds. Compounding these difficulties, is the need to teach within the parameter of ensuring that students learn about British values of equality, respect and the acceptance of different family configurations. This paper discusses the changes put into law in 2020, which have produced several further areas of contention, such as the inclusion of teaching about different sexualities and family structures, for example LGBT and same sex marriage, resulting in further controversy over withdrawal. [For the complete Volume 19 proceedings, see ED613922.]
Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin. REL 2021-047
Author: Conway-Turner, Jameela
Date: 2020-11-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Public Schools,Minority Group Students,African American Students,Teaching Methods,Student Empowerment,Achievement Gap,Faculty Development,Evidence Based Practice,Student Needs,Educational Environment,Positive Behavior Supports,Institutional Characteristics,Student Characteristics,At Risk Students,Elementary Schools,Middle Schools,High Schools,Educational Legislation,Federal Legislation,Socioeconomic Influences,Geographic Location,Enrollment,Program Effectiveness

State and school district leaders in Wisconsin are interested in improving education outcomes among Black students across the state. To achieve this goal, the Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority students, and supports a professional development program on those practices called Building Culturally Responsive Systems. The department and other stakeholders in Wisconsin have asked for more comprehensive information about schools' participation in the program. Using data from the 2012/13-2018/19 school years, this study examined the percentage of schools statewide that participated in the program, differences in the characteristics of schools that participated in the program and of schools that did not participate, implementation of culturally responsive practices among schools that participated in the program and schools that did not participate, and the relationship between participation and school-level academic and behavior outcomes. The study found that 4 percent of schools across the state participated in the program (meaning that teachers and administrators from the school attended at least one of the program's five sessions). Schools that participated in the program had a larger average enrollment, were more likely to be eligible for Title I funds, and were more often located in cities and suburbs compared with schools that did not participate, but there was no meaningful difference between the two school groups in the percentage of Black students (the difference was less than 5 percentage points). About 17 percent of schools that participated in the program reported implementing culturally responsive practices in reading instruction compared with 28 percent of schools that did not participate. Program participation was not meaningfully related to a school's &quot;closing gaps scores&quot; for English language arts or math, attendance rate, suspension rate, or expulsion rate one year, two years, or three years later, after school characteristics and pre-program academic and behavior measures were accounted for. The small number of schools that reported implementing culturally responsive practices might be a factor in this result. [For the Study Snapshot, see ED614051. For the Study Brief, see ED614052. For the appendixes, see ED614053.]
Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin. Study Snapshot. REL 2021-047
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Public Schools,Minority Group Students,African American Students,Teaching Methods,Student Empowerment,Achievement Gap,Faculty Development,Evidence Based Practice,Student Needs,Educational Environment,Positive Behavior Supports,Institutional Characteristics,Student Characteristics,At Risk Students,Elementary Schools,Middle Schools,High Schools,Educational Legislation,Federal Legislation,Socioeconomic Influences,Geographic Location,Enrollment,Program Effectiveness

This Study Snapshot highlights key findings from a study aimed at improving education outcomes among Black students across the state. The Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority students, and supports a professional development program on those practices called Building Culturally Responsive Systems. This study examined the percentage of schools statewide that participated in the program, differences in the characteristics of schools that participated in the program and of schools that did not participate, implementation of culturally responsive practices among schools that participated in the program and schools that did not participate, and the relationship between participation and school-level academic and behavior outcomes. Education leaders in Wisconsin can use this information to improve the program and to guide future research. [For the full report, see ED614050. For the Study Brief, see ED614052. For the appendixes, see ED614053.]
Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin. Study Brief. REL 2021-047
Author: Conway-Turner, J.
Date: 2020-11-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Public Schools,Minority Group Students,African American Students,Teaching Methods,Student Empowerment,Achievement Gap,Faculty Development,Evidence Based Practice,Student Needs,Educational Environment,Positive Behavior Supports,Institutional Characteristics,Student Characteristics,At Risk Students,Elementary Schools,Middle Schools,High Schools,Educational Legislation,Federal Legislation,Socioeconomic Influences,Geographic Location,Enrollment,Program Effectiveness

State and school district leaders in Wisconsin are interested in improving education outcomes among Black students across the state. To achieve this goal, the Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority students, and supports a professional development program on those practices called Building Culturally Responsive Systems. The department and other stakeholders in Wisconsin have asked for more comprehensive information about schools' participation in the program. Using data from the 2012/13-2018/19 school years, this study examined the percentage of schools statewide that participated in the program, differences in the characteristics of schools that participated in the program and of schools that did not participate, implementation of culturally responsive practices among schools that participated in the program and schools that did not participate, and the relationship between participation and school-level academic and behavior outcomes. The study found that 4 percent of schools across the state participated in the program (meaning that teachers and administrators from the school attended at least one of the program's five sessions). Schools that participated in the program had a larger average enrollment, were more likely to be eligible for Title I funds, and were more often located in cities and suburbs compared with schools that did not participate, but there was no meaningful difference between the two school groups in the percentage of Black students (the difference was less than 5 percentage points). About 17 percent of schools that participated in the program reported implementing culturally responsive practices in reading instruction compared with 28 percent of schools that did not participate. Program participation was not meaningfully related to a school's &quot;closing gaps scores&quot; for English language arts or math, attendance rate, suspension rate, or expulsion rate one year, two years, or three years later, after school characteristics and pre-program academic and behavior measures were accounted for. The small number of schools that reported implementing culturally responsive practices might be a factor in this result. [For the full report, see ED614050. For the Study Snapshot, see ED614051. For the appendixes, see ED614053.]
Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin. Appendixes. REL 2021-047
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2020-11-00
Type: Reports - Research
Subjects: Culturally Relevant Education,Public Schools,Minority Group Students,African American Students,Teaching Methods,Student Empowerment,Achievement Gap,Faculty Development,Evidence Based Practice,Student Needs,Educational Environment,Positive Behavior Supports,Institutional Characteristics,Student Characteristics,At Risk Students,Elementary Schools,Middle Schools,High Schools,Educational Legislation,Federal Legislation,Socioeconomic Influences,Geographic Location,Enrollment,Program Effectiveness

The &quot;Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin&quot; study examined the education outcomes among Black students across Wisconsin. The Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority students, and supports a professional development program on those practices called Building Culturally Responsive Systems. Using data from the 2012/13-2018/19 school years, this study examined the percentage of schools statewide that participated in the program, differences in the characteristics of schools that participated in the program and of schools that did not participate, implementation of culturally responsive practices among schools that participated in the program and schools that did not participate, and the relationship between participation and school-level academic and behavior outcomes. The study found that 4 percent of schools across the state participated in the program (meaning that teachers and administrators from the school attended at least one of the program's five sessions). This document presents the following three appendixes that accompany the study: (1) Overview of the Building Culturally Responsive Systems professional development program on culturally responsive practices; (2) Methods; and (3) Supplemental analyses. [For the full report, see ED614050. For the Study Snapshot, see ED614051. For the Study Brief, see ED614052.]
International Involvement and Education in South Africa: From Hope to Disenchantment
Author: Beckmann, Johan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Racial Segregation,Racial Bias,Equal Education,International Cooperation,Democracy,Educational Development,Blacks,Educational History,Educational Finance,International Organizations,Barriers,Financial Support

Since the 1960s and before the dramatic announcement of the release of Nelson Mandela on 2 February 1990 (signalling the end of apartheid and the crossing of the proverbial Rubicon (Stone, 2014, p. 3)), the international community assisted the African National Congress (ANC) in its struggle against apartheid and put crucial pressure on the state through economic and other sanctions (Marx, 1992, p. 175). There was, however, abundant economic and other support for the ANC, the liberation organisation widely regarded as the legitimate voice of South Africa's people (Marx, 1992, p. 186). The support was intended to help the ANC to take over and transform all aspects of the government of South Africa and gave the ANC people hope that they could escape the oppression of &quot;apartheid.&quot; When the dismantling of the apartheid system began, international concern about South Africa started disappearing (Marx, 1992, p. 175). The need for intervention was &quot;now driven by more mixed and uncertain motivations&quot; Marx (1992, p. 175) like development needs and complicated access to financial and other assistance. Despite all the aid, the South African school education system has been performing poorly since the advent of democracy (comparable to the gaining of independence of other African countries). Hope springing from international aid was replaced by a feeling of disenchantment. Apartheid has undoubtedly added to the constraints to educational development and advancement but this paper will also explore the possibility that international aid may have contributed to the apparent failure of the system. [For the complete Volume 19 proceedings, see ED613922.]
Digital Corpora: Language Teaching and Learning in the Age of Big Data
Author: Absalom, Matt
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Computational Linguistics,Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Grammar,Italian,Form Classes (Languages),Language Usage,Learning Analytics,Educational Benefits,Computer Software,Barriers

Using a corpora approach involves using a series of texts in the language under study as a type of corpus on which to base acquisition. Languages in all forms (written, spoken, performed, formal, informal, etc.) are captured all the time through online and digital platforms, apps, etc. making them highly accessible. Applying corpora in teaching and learning can support activities which involve inductive learning: analysing language to work out how something works, particularly in context. Digital corpora, either those already available or creating one's own customised corpora can be used to streamline this process as they can instantaneously produce all instances of, say, a particular grammatical feature or see how a word is used. This chapter offers an example of how a corpus was used by the author to address a constant stumbling block for learners of Italian--the choice of preposition. It concludes with a brief discussion of the benefits and potential drawbacks of digital corpora in the context of language learning. [For the complete volume, see ED612143.]
The Translation Turn: A Communicative Approach to Translation in the Language Classroom
Author: Carreres, Ángeles
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Translation,Second Language Learning,Second Language Instruction,Guidelines,Rating Scales,Computer Software,Teaching Methods,Audiovisual Aids,Career Choice,Task Analysis,Language Processing,Educational Benefits,Futures (of Society)

While translation has been used for centuries for the purpose of language learning, there is no doubt that recent approaches in the area of language and translation pedagogy have helped re-conceptualise -- and re-operationalise -- translation in radically new ways. In the last two decades, the role of translation in language teaching and learning has been thoroughly re-examined. A range of factors have contributed to this trend, among them, the questioning of the monolingual principle in language pedagogy, extensive developments in the area of audiovisual translation, exciting innovations in the field of professional translation didactics, the huge success of translation-based digital platforms such as Duolingo, and, crucially, the introduction of the notion of mediation in the Common European Framework of Reference for languages (CEFR, 2001), later expanded in the &quot;Companion volume&quot; (CEFR, 2018). A key feature of recent approaches is the emphasis on translation as a real-world communicative activity. As such, translation is seen not only -- sometimes not even primarily -- as a useful tool to enhance linguistic competence, but as a key skill (a language activity, to follow the CEFR) to be developed by any language learner, not just by those planning to enter careers as professional translators. Therefore, translation is increasingly regarded not just as a means, but also, crucially, as an end in itself in second language education. This shift has led some to suggest a &quot;translation turn&quot; has begun in language pedagogy. This chapter outlines a few examples of translation tasks that aim to help learners improve their language skills through translation and develop their translation skills, particularly in regards to translation into the L2, but also more generally. It concludes with a discussion of the benefits and potential drawbacks of using translation for language learning. [For the complete volume, see ED612143.]
Motivation of Students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries
Author: Vonkova, Hana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Student Motivation,English (Second Language),Second Language Learning,Content and Language Integrated Learning,Language of Instruction,Educational Research,Language Teachers,College Students,Secondary School Students,Foreign Countries

Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) are emerging as the preferred contexts of language learning. CLIL and EMI classes continue to proliferate in schools around the globe. The aim of this paper is to investigate the current research trends in studies of motivation to learn within EMI and CLIL settings. We sought to identify the current countries of research, educational levels, and themes that prevail in EMI and CLIL motivation research. We performed a topic search of the keywords &quot;CLIL&quot; or &quot;EMI&quot; and the keyword &quot;motivation&quot; in the &quot;Web of Science&quot; database for Social Sciences Citation Index (SSCI) articles published in 2020. We analyzed 17 articles related to motivation within EMI or CLIL contexts. The results showed that European countries produced the most research, with Spain being the most prolific. A majority of the studies took place at the secondary and tertiary levels of education. Comparative studies of CLIL or EMI contexts with that of traditional classrooms emerged as the prevailing theme. Future research could include more studies regarding the impact of CLIL on students at the primary level of education, in addition to studies of students from varied socio-economic backgrounds. [For the complete Volume 19 proceedings, see ED613922.]