ethanporcaro/eric-fulltext-meta huggingface dataset:
Guam Department of Education Citizen Centric Report FY2017
Author: Guam Department of Education
Date: 2018-08-21
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Early Childhood Education,Graduation Rate,Dropout Rate,Students with Disabilities,Teacher Qualifications,Student Evaluation,Educational Finance,Readiness,Mathematics Achievement,Reading Achievement,Academic Achievement,Truancy,Student Behavior,Federal Aid

The Guam Department of Education (GDOE) is a single unified and accredited school district consisting of Kindergarten through 12th grade which administers Head Start, pre-Kindergarten GATE programs, and is piloting pre-Kindergarten classes at selected schools. Their 26 elementary, 8 middle, 6 high and 1 alternative schools serve nearly 31,000 students and are managed by the Superintendent, who is the chief executive officer for the department, and the Executive Secretary of the 12-member Guam Education Board. GDOE is accredited by the Western Association of Schools and Colleges, and uses the following two standards-based or criterion-referenced testing to assess student progress: (1) ACT Aspire, based on the Common Core Standards in English/Language Arts &amp; Math for grades 3-10; and (2) Standards-Based Assessments (SBA) for grades 1-12 in English/Language Arts, Math, Science and Social Studies content areas. This report captures the Department's progress on accreditation, performance measurements, and finances for School Year 2016-17 and Fiscal Year 2017. It closes with a discussion of future challenges. [For the FY2016 report, see ED611042.]
Guam Department of Education Citizen Centric Report FY2016
Author: Guam Department of Education
Date: 2017-06-29
Type: Numerical/Quantitative Data
Subjects: Kindergarten,Elementary Secondary Education,Early Childhood Education,Graduation Rate,Dropout Rate,Students with Disabilities,Teacher Qualifications,Student Evaluation,Educational Finance,Mathematics Achievement,Reading Achievement,Academic Achievement,Readiness,Student Behavior,Truancy,Federal Aid

The Guam Department of Education (GDOE) is a single unified and accredited school district consisting of Kindergarten through 12th grade. Their 26 elementary schools, 8 middle schools, 6 high schools, and 1 alternative school serve nearly 31,000 students and are managed by the Superintendent, who is the chief executive officer for the department, and the Executive Secretary of the 12-member Guam Education Board. GDOE is accredited by the Western Association of Schools and Colleges, and uses the following two standards-based or criterion-referenced testing to assess student progress: (1) ACT Aspire, based on the Common Core Standards in English/Language Arts &amp; Math for grades 3-10; and (2) a locally developed Standards-Based Assessments (SBA) for grades 1-12 in English/Language Arts, Math, Science and Social Studies content areas. This report captures the Department's progress on accreditation, performance measurements, and finances for School Year 2015-16 and Fiscal Year 2016. It closes with a discussion of future challenges.
The Current State of Higher Learning Policies. Recognition of Prior Learning in the 21st Century
Author: García, Rosa M.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Prior Learning,Recognition (Achievement),Educational Policy,State Policy,Accreditation (Institutions),Student Evaluation,College Students,Minority Group Students,Low Income Students,Immigrants,Adult Students,Access to Education,Equal Education,Student Costs,Inclusion,Access to Information

This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. This brief highlights federal, state, and accreditation policies related to Prior Learning Assessment (PLA). This brief first summarizes findings from previous state policy scans and then offers suggestions for how policies can better support students of color, students with low incomes, immigrants, and adult learners by addressing issues of transparency, affordability, inclusion, and evaluation. The brief concludes with recommendations for policymakers and accreditors and ideas for future research.
Students&apos; Intention to Use High-Immersion Virtual Reality Systems for Learning Paragraph Structure: A PLS-SEM Exploratory Study
Author: Quaid, Ethan Douglas
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: English for Academic Purposes,Computer Simulation,Student Attitudes,Intention,Educational Technology,Technology Uses in Education,Undergraduate Students,Self Efficacy,Difficulty Level,Paragraph Composition,Value Judgment,Foreign Countries

This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students' behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners' intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students' intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students' perceived usefulness of the VR system. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Collective Design as a Support for Professional Development: A Case Study
Author: Quéré, Nolwenn
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Case Studies,Faculty Development,Teaching Methods,Technology Integration,Shared Resources and Services,Teacher Collaboration,Second Language Learning,Second Language Instruction,English (Second Language),Researchers,Instructional Design,Secondary School Students,Independent Study,Information Technology

Integrating digital resources into teachers' practice requires, notably, the availability of resources offering flexibility of use (Morgan, 1990) and proximity to teachers' schemes (Crisan, Lerman, &amp; Winbourne, 2007). Collective designing and sharing of these resources can facilitate this integration and contribute to teachers' professional development (Quéré, 2019). The e-FRAN IDEE research group work looks at the cooperation between teachers and researchers jointly designing a digital resource to teach English. The aim of this paper is to observe a part of cooperation on one teacher's professional development. In this case study, I show that the interactions between teachers in the group, Ginger and Val, lead to the discovery of new resources, and working with the latter foster new knowledge. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Exploring the Nature of Cultural Communication between Learners in a Multicultural MOOC
Author: Shahini, Rana
Date: 2020-12-14
Type: Reports - Research
Subjects: Intercultural Communication,Online Courses,Cultural Awareness,Cultural Differences

Massive Open Online Courses (MOOCs) attract worldwide learners from diverse backgrounds and cultures. When learners communicate directly in this multicultural space, there is potential for new cultural practices to be articulated or transcended into a new form of knowledge that blurs cultural boundaries. Our research is attempting to identify methods of facilitating such behaviour in MOOCs. This paper presents a case study to investigate existing cultural communicative practices between MOOC learners through their online discussions. Learners' comments were coded and analysed against the practice-oriented Intercultural Communication Awareness (ICA) model. Results show that a very limited number of interactions had elements of transcultural awareness and that the interaction and peer communication decreased as the course proceeded. These observations suggest that a collaborative pedagogical approach may interconnect learners well in the MOOC community. [For the full proceedings, see ED610330.]
Enhancing Primary Students&apos; Vocabulary Learning Motivation and Outcomes Using the Mobile User-Generated-Content Tool
Author: Song, Yanjie
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Vocabulary Development,Telecommunications,Handheld Devices,Learning Motivation,Outcomes of Education,Teaching Methods,Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Comparative Analysis,Computer Software,Computer Assisted Instruction

The purpose of this study was to investigate the effect of a mobile User-Generated-Content (m-UGC) tool on enhancing primary students' vocabulary learning motivation and learning outcomes. A total of 40 primary students in Hong Kong participated in this study. The results showed using the m-UGC tool could increase primary students' learning motivation and significantly improve their vocabulary learning. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Enhancing the Performance Reading Comprehension Skills of Grade 11 TVL Students of San Isidro National High School Tagkawayan through E-Texts
Author: Celadiña, Jayson F.
Date: 2020-09-00
Type: Reports - Research
Subjects: Foreign Countries,High School Students,Reading Skills,Reading Comprehension,Grade 11,Textbooks,Electronic Publishing,Printed Materials,Instructional Effectiveness,Scores

This study aimed to know the effectiveness of using e-texts in enhancing the performance in reading comprehension of the Grade 11 - TVL students of San Isidro National High School, Tagkawayan, S.Y. 2019-2020. This study used a pre-experimental research design using pre-tests and posttests. The researcher used mean, MPS (mean percentage score), and z-test to test the significant difference. The Mean Scores of the Pre Test averaged 6.848 (elementary) while the Post Test mean, 22.455 (intermediate). The Mean Percentage Scores (MPS) of the Pre Test MPS was 17.120 (Low) while the Post Test MPS was 56.140 (average). The test statistic Z equaled to -24.97, was not in the 95% critical value accepted range. Therefore, H[subscript 0] was rejected. The researcher recommended: (1) training both students and teaching staff in the use of digital texts to optimize their learning outcomes for school governing personnel; (2) using different strategies and practices when reading digital among teachers; (3) teaching of technology skills explicitly to primary and sometimes secondary students is seen as a necessity for developing 21st century skills in children for both teachers and students; and (4) developing digital texts that are user-friendly in developing new reading enhancement programs among teachers.
Fostering Learning with the EcoLexicon Corpus in the ESP Classroom
Author: Rudneva, Maria
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,English for Special Purposes,Second Language Learning,Second Language Instruction,Computational Linguistics,Metalinguistics,Student Attitudes,Pilot Projects,Task Analysis,Speech Communication,Student Surveys,Material Development,Instructional Design,College Students,Foreign Countries

This pilot study provides a preliminary account on students' attitudes toward using specialized corpora in English for specific purposes (ESP) classes. Learners (N=39) were introduced to the EcoLexicon corpus and trained to use its basic query tools. The rationale behind this activity was to introduce learners to contextualization patterns and genre-specific features of the professional target language, which in its turn would ensure acceptability and appropriateness of their linguistic choices. The learners were offered a series of guided and independent tasks on terminology disambiguation and corpus-assisted speech production. At the end of the semester a survey was administered to the students to assess their perception of hands-on corpus experience. Descriptive statistics show preliminary evidence that corpus tools provide illuminating data, foster understanding of nuances within synonymous groups of words, and increase overall language awareness. However, hands-on Data Driven Learning (DDL) experience presented a few challenges which, however, may be remedied by careful design of teaching materials and assignments. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Hooked to WhatsApp. Can We Take Advantage of It?
Author: Martínez, Dunia
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Computer Software,Teaching Methods,Technology Integration,Student Centered Learning,Social Networks,Synchronous Communication,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Secondary School Students,Extracurricular Activities,Private Schools,Student Motivation,Foreign Countries

The implementation of technology in the classroom has allowed language teachers to promote and adopt student-centred approaches. Mobile Instant Messaging (MIM) applications are on the frontline as one of the most widely used social networking platforms holding great potential for language learning and teaching. This preliminary study tries to understand if Spanish teenagers and young adults who study English as a Foreign Language (EFL) consider MIM as a significant learning platform that can help improve and support their language learning skills. The survey target participants were 22 students, aged 13 to 18, who study EFL as an extracurricular activity in a private language school. This study suggests that MIMs can be useful support tools and motivating for students. It also shows willingness of participants towards the use of MIM in their classroom. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Single Stop USA&apos;s Community College Initiative. What Works Clearinghouse Intervention Report. NCEE 2021-002
Author: What Works Clearinghouse (ED)
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Academic Persistence,Academic Achievement,Intervention,Program Effectiveness,Educational Research,Low Income Students,Student Personnel Services,Urban Schools,Suburban Schools,Rural Schools,African American Students,Hispanic American Students,White Students,Asian American Students,Program Implementation,Program Costs

Many programs and practices aim to improve college persistence and completion, including &quot;Single Stop USA's Community College Initiative,&quot; hereafter referred to as &quot;Single Stop.&quot; &quot;Single Stop&quot; supports community college students with screening and applications for public benefits and other wraparound services that can include housing, food assistance, tax preparation, child care, financial and legal services, and immigration consultations. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Single Stop&quot; on persistence in college and academic achievement. The WWC identified three studies of &quot;Single Stop.&quot; Two of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Single Stop&quot; on first-time community college students--including Black, Hispanic, and White students--in urban, suburban, and rural settings. [For &quot;Single Stop USA's Community College Initiative. What Works Clearinghouse Intervention Report. NCEE 2021-002,&quot; see ED611051. For &quot;Single Stop USA's Community College Initiative. What Works Clearinghouse Intervention Brief. NCEE 2021-002,&quot; see ED611052.]
Single Stop USA&apos;s Community College Initiative. What Works Clearinghouse Intervention Brief. NCEE 2021-002
Author: What Works Clearinghouse (ED)
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Academic Persistence,Academic Achievement,Intervention,Program Effectiveness,Educational Research,Low Income Students,Student Personnel Services,Urban Schools,Suburban Schools,Rural Schools,African American Students,Hispanic American Students,White Students,Asian American Students,Program Implementation,Program Costs

Many programs and practices aim to improve college persistence and completion, including &quot;Single Stop USA's Community College Initiative,&quot; hereafter referred to as &quot;Single Stop.&quot; &quot;Single Stop&quot; supports community college students with screening and applications for public benefits and other wraparound services that can include housing, food assistance, tax preparation, child care, financial and legal services, and immigration consultations. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Single Stop&quot; on persistence in college and academic achievement. The WWC identified three studies of &quot;Single Stop.&quot; Two of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Single Stop&quot; on first-time community college students--including Black, Hispanic, and White students--in urban, suburban, and rural settings. This intervention brief provides an overview of the full report. [For &quot;Single Stop USA's Community College Initiative. What Works Clearinghouse Intervention Report. NCEE 2021-002,&quot; see ED611051. For &quot;Single Stop USA's Community College Initiative. What Works Clearinghouse Intervention Snapshot. NCEE 2021-002,&quot; see ED611053.]
Single Stop USA&apos;s Community College Initiative. What Works Clearinghouse Intervention Snapshot. NCEE 2021-002
Author: What Works Clearinghouse (ED)
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Academic Persistence,Academic Achievement,Intervention,Program Effectiveness,Educational Research,Low Income Students,Student Personnel Services,Urban Schools,Suburban Schools,Rural Schools,African American Students,Hispanic American Students,White Students,Asian American Students,Program Costs

Many programs and practices aim to improve college persistence and completion, including &quot;Single Stop USA's Community College Initiative,&quot; hereafter referred to as &quot;Single Stop.&quot; &quot;Single Stop&quot; supports community college students with screening and applications for public benefits and other wraparound services that can include housing, food assistance, tax preparation, child care, financial and legal services, and immigration consultations. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of &quot;Single Stop&quot; on persistence in college and academic achievement. The WWC identified three studies of &quot;Single Stop.&quot; Two of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Single Stop&quot; on first-time community college students--including Black, Hispanic, and White students--in urban, suburban, and rural settings. This intervention snapshot provides a brief summary of the full report. [For &quot;Single Stop USA's Community College Initiative. What Works Clearinghouse Intervention Report. NCEE 2021-002,&quot; see ED611051. For &quot;Single Stop USA's Community College Initiative. What Works Clearinghouse Intervention Brief. NCEE 2021-002,&quot; see ED611052.]
Connecting Cultures and Participation through WhatsApp: Assessing Students&apos; Perception in the ClerKing Telecollaborative Project
Author: Madden, Oneil
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Cooperative Learning,Student Attitudes,Intercultural Communication,Handheld Devices,Foreign Countries,Second Language Instruction,Second Language Learning,College Students,English (Second Language),French

Mobile Instant Messaging (MIM) has become very trendy in the field of language learning; however, while there are many studies that include WhatsApp, used here to connect cultures and/or widen participation, very few articulate how students view it or its impact in acquiring and developing linguistic, cultural, and intercultural competencies. This paper reports on ClerKing, a Franco-Jamaican telecollaborative project, which occurred in two phases between Applied Foreign Languages (AFL) students from University Clermont Auvergne (UCA), France, and Modern Languages students of French from Shortwood Teachers' College (STC), Jamaica. WhatsApp was used in both phases. Using the exploratory approach, this study seeks to provide insight into students' perception of the use of WhatsApp in the project, as well as possible moments of knowledge acquisition. Preliminary findings show that WhatsApp is considered to be practical, popular, and preferable. Students acquired knowledge about religion and homosexuality, improved on expressions, and strengthened their grammar. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Beyond Frequency: Evaluating the Lexical Demands of Reading Materials with Open-Access Corpus Tools
Author: Martini, Juliane
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Computational Linguistics,Open Source Technology,Academic Language,Vocabulary Development,Reading Materials,Intensive Language Courses,English for Academic Purposes,Second Language Learning,Second Language Instruction,Veterinary Medicine,Health Personnel,Prior Learning,Word Frequency,Nouns,Language Proficiency,Teaching Methods,Foreign Countries,Study Abroad,Undergraduate Students,Portuguese,Native Language,Language Tests,Scores,Foreign Students

The aim of the present study was to evaluate the appropriateness of open-access reading materials for an intensive English for Academic Purposes (EAP) course, and to provide teachers with a set of criteria to select online texts systematically and efficiently. The Corpus for Veterinarians (VetCorpus) was compiled and analyzed using Lextutor corpus tools. Taking into account students' vocabulary size, background knowledge, word frequency, proper nouns, compound words, and cognates, the VetCorpus was considered useful and appropriate for intermediate level students, but too difficult for elementary level students. Further lexical analysis showed that the VetCorpus also provides learners with opportunities to encounter technical and academic vocabulary. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]