ethanporcaro/eric-fulltext-meta huggingface dataset:
Minneapolis and Brittany: A Cultural Exchange Revisted
Author: Shelley, Janine
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Drama,Multicultural Education,International Programs,Language Usage,French,High School Students,Technology Uses in Education,Educational Technology,English (Second Language),Second Language Learning,Cultural Awareness

In 1996, Learning Languages published an article describing a cultural exchange that occurred from 1991 to 1993 between Breck School, a private school in Minneapolis, and Paul Dukas School, a high-needs school in Brest, France. Much of that exchange was carried out through online telecommunications using the Minitel. The result of a two-year communication exchange was the production and presentation of a student written multicultural play. Students from Paul Dukas School in France visited Minneapolis to present the play with American Breck students. The article concluded: &quot;it should be stressed that Bardy and Malgorn (the teachers involved) spent an extraordinary amount of personal time and energy from their first debate about whether to begin an exchange between students of such diverse backgrounds to the final production of the bilingual multicultural play. They created an international classroom that encouraged student communication in the target language. They nurtured in their students an appreciation of differences and similarities for other cultures.&quot; Technology was the vehicle for students' communication, but it was the pedagogy that successfully transformed communication into a viable and effective learning environment. Included in this article are a follow up summary of the author's conversation with Mireille Bardy, the French teacher at Breck School in Minneapolis, Minnesota, and excerpts from the e-mail received from Michel Malgorn, the English teacher at Paul Dukas School in Brest, France. The author also includes reference to how pedagogy supports communication and how appropriate use of technology can increase student learning. Shelley also concludes with links to several online collaboration resources available today to teachers who would like to explore the possibility of creating their own international classrooms.
Adapting to Changing Needs: A Teacher-Led Japanese FLES Program
Author: Romeo, Ken
Date: 2004-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Japanese,Elementary Schools,High Achievement,Nontraditional Education,Bilingual Education,Faculty Development,Language of Instruction,Curriculum Development,Program Effectiveness,Program Evaluation,Focus Groups,Teacher Attitudes,Language Usage,Language Proficiency,Parent Surveys

When designing a language program, it is often difficult to create a workable balance between a desired ideal and the realities imposed by limited resources. Ultimately, the task is to make the best use of the available materials within the allotted time frame by drawing on the creativity and expertise of the staff. The following is a brief portrayal of how teachers at one elementary school have found a way to create a context-rich environment for language learning by drawing on their own language expertise. Results show that not only are students motivated, but their proficiency increases significantly over the span of one year. Teachers are stimulated and empowered by the nature of the program.
Learning Languages: A KWL Chart
Author: Met, Myriam
Date: 2005-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Educational Policy,Language Teachers,Elementary School Teachers,Elementary School Students,FLES

The tenth anniversary of &quot;Learning Languages&quot; provides an opportune moment to reflect on what is known, what teachers wish to know and what teachers hope the next decade might bring to early language learning. In the tradition of best practices in elementary school classrooms, Myriam Met, Senior Research Associate, National Foreign Language Center, University of Maryland, where her work focuses primarily on K-12 foreign language policy, has organized her reflections into a KWL chart: What she knows, what she wonders about, and what might be learned in the exciting years to come.
Don Quixote and Fifth Graders
Author: Glass, Janet L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Grade 5,Novels,Spanish,Second Language Instruction,Drama,Student Interests,Performance Based Assessment,Teaching Methods

This article describes how the author makes the story of &quot;Don Quixote de la Mancha&quot; come alive to fifth graders in her Spanish class. She rewrote several scenes from the novel into short plays that were appropriate to the students' interests and to their novice-high proficiency level. The author chose a combination of scenes that offer humor, action, flirting, swordplay, culture, and plenty of drama. The unit culminates with a visit from Don Quixote &quot;himself&quot;, a.k.a. a Spanish teacher from the Upper School, educated in Spain, who arrives in costume and stays in character. A performance assessment is used in the class because the author has found that, although challenging, performance assessments promote better teaching and learning.
Collaboration and System Change: Pepnet 2 and the Road to New Opportunities
Author: Annarino, Pauline
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Educational Methods,Educational Change,Change Strategies,Teamwork,Cooperation,Barriers

For more than a century, professionals, parents, deaf individuals, and students--who are involved in education have discussed the question: &quot;How should deaf education change?&quot; Today this question continues to dazzle and frustrate. All of us want deaf and hard of hearing students to have higher achievement across academic areas and to fully participate in the world around them. Yet too often test scores remain unacceptably low, and our students are not empowered to take advantage of the resources that would allow them to participate fully in the world around them.I n order to create different outcomes and for change to be successful,professionals, parents, deaf individuals, and students must embrace two fundamental tenets: (1) The change must be system-wide; and (2) Collaboration is essential.
Reaching the Summit: Deaf Adults as Essential Partners in Education
Author: Bourne-Firl, Bridgetta
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Transitional Programs,Adjustment (to Environment),Cooperative Planning,Professional Personnel,Partnerships in Education,Elementary Secondary Education,Individualized Education Programs

How do we reach the summit in terms of supporting the best transition possible for each young deaf or hard of hearing individual in the United States? Should professionals who are hearing work alone to succeed with deaf and hard of hearing students? No matter how good the intention, if we want deaf and hard of hearing students to transition from high school to college, university, or the workplace with maximum ease, involving adults who are deaf or hard of hearing is critical. Ideally, the partnership between deaf and hearing professionals begins at the birth of each deaf child and continues as the child moves through schooling and transitions into adulthood. The evidence for the importance of this involvement comes from many sources, including hearing parents and professionals. &quot;I don't know how to teach my child how to be a deaf adult in this world,&quot; one hearing parent explained. Deaf professionals often know best for deaf students because their perspectives are naturally enhanced by their own experiences and by the collective knowledge of what other deaf individuals have experienced. There is a dire need for greater partnerships between decision makers who are hearing and professionals who are deaf on state and national levels. Deaf children, in various stages of education, from early intervention to high school transition and graduation, can only profit from this partnership.
Partnering, Collaborating, and Moving Ahead: Transition for Deaf and Hard of Hearing Students in Minnesota
Author: Knopf, Elise
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Transitional Programs,High School Students,Agency Cooperation,State Departments of Education,Vocational Rehabilitation,State Universities,Teamwork,College Readiness,Career Readiness,Surveys,Disabilities,Special Education,Longitudinal Studies

Minnesota leaders have worked hard to provide educational opportunities and employment services for people who are deaf or hard of hearing. The timely formation of pepnet 2 helped shape Minnesota's State Transition Team to &quot;better prepare teachers, families, and students for transition from high school to independent living, employment, and/or postsecondary education.&quot; Professionals from many different service agencies participated in this work, including the Minnesota Department of Education (MDE) and its many school districts; the Department of Employment and Economic Development; Vocational Rehabilitation Services (VRS); the Commission of Deaf, DeafBlind, and Hard of Hearing Minnesotans; and the University of Minnesota. Each agency was working individually, but when provided time during a pepnet 2 Summit conference, leaders identified areas in which collaboration was needed and got to work. Working together has led to deeper relationships, a greater understanding of respective agency goals, better communication, and finding common ties.
New Hampshire: Collaboration Works for Professionals--and Students
Author: Chaplen, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,State Programs,Training,Educational Methods,Student Needs,Agency Cooperation,Professional Development,Transitional Programs,Teamwork,Needs Assessment,Communities of Practice,Curriculum Development,High School Students

In response to the unique needs of students who are deaf or hard of hearing, the New Hampshire Department of Education, Bureau of Special Education has funded the Deaf Education Initiative which supports New Hampshire's schools and families in improving the educational outcomes of the state's children and youth with hearing loss. The initiative provides training and current information about educating those students and is a resource for schools, families, and the community. The work of this initiative aligns with other state innovations designed to enhance successful postsecondary education and employment transition outcomes for students leaving high school.
No Teacher Left Behind: Early Language Learning and Students with Disabilities
Author: Zoran, Annmarie Gorenc
Date: 2004-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Disabilities,Language Teachers,Teacher Competencies,Inclusion,Educational Legislation,Equal Education,Federal Legislation,English Language Learners,Individualized Education Programs

Today, foreign language teachers are faced with more challenges than ever before. These challenges are due to technological advancements, new educational policies and reforms, a rapidly changing student population, and recent legislation and documents designed for educating &quot;all&quot; students. Most foreign language teachers who do not have experience and professional development with monolingual and English Language Learners with special needs are faced with teaching their students to the best of their abilities without the tools, methodologies, program types, or aids that are necessary for successful teaching of foreign languages. There is a dearth of research and a dire need to prepare all teachers for the challenges that they are facing. Ultimately, it is the teacher who will influence and teach our children, but it is up to all involved in the profession of teaching and teacher education to prepare teachers for the obstacles they will face, making sure that no teacher is left behind in this endeavor. This article discusses how policies such as the Individuals with Disability Education Act (IDEA) influence the foreign language teacher through the inclusion of special needs students with their non-disabled peers, and how this inclusion necessitates equipping teachers with the tools and knowledge to better assist their students and themselves in this endeavor.
The Power and Promise of a Handshake: Milestones in Collaboration
Author: Rosen, Roslyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Special Schools,Educational History,Access to Education,Cooperative Planning,Sign Language,Partnerships in Education,State Legislation

In 1816, when Laurent Clerc, a deaf teacher of deaf students from France, met the Reverend Thomas Hopkins Gallaudet, a hearing preacher from the United States, one of the world's most important partnerships began. Gallaudet had visited England and then come to France in search of a pedagogy to teach deaf children. His quest was initiated by Alice Cogswell's father. Mason Gallaudet had worked with Alice, a young deaf girl from his hometown of Hartford, Connecticut, and he knew that there were many other uneducated deaf children like Alice throughout the United States. In Paris, Gallaudet observed classes in France's national school for deaf students where he met Clerc. Gallaudet knew that Clerc had the knowledge and experience to create relevant, deaf-centric, and successful educational programs for deaf children. Gallaudet needed Clerc. He implored Clerc to return to the United States with him. Clerc accepted the challenge. He shook hands with Gallaudet, thus forming a formidable team and setting a new precedent. Since Clerc and Gallaudet shook each other's hand two centuries ago on another continent, the leadership of deaf people and the collaboration among deaf and hearing individuals, families, state agencies, interpreters, schools, and communities have been essential to the success of deaf and hard of hearing students. Adherence to overarching principles has defined successful collaborations and continues to do so today.
Using Data to Set Goals: Collaborating for Success
Author: Barron, Luanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Teamwork,Transitional Programs,Cooperative Planning,College Readiness,Career Readiness,Surveys,Data Collection,Program Effectiveness,Agency Cooperation,Barriers

Representatives from the Kansas State Department of Education; the Kansas Commission for the Deaf and Hard of Hearing; the University of Kansas Transition Coalition; and the transition coordinator, parents, Independent Living Center, and administrators from the Kansas School for the Deaf formed a team to establish quality transition services and resources for students who are deaf or hard of hearing, and to provide assistance to their parents, educators, agencies, and independent living center staff, especially in rural areas. The team, a result of the Summits sponsored by the federally supported pepnet 2, wanted deaf and hard of hearing students to be empowered to experience life as self-sufficient and contributing citizens. The Kansas team got together and deliberated. The team was well aware of multiple and varied needs, but had a difficult time prioritizing. They realized a need for data to pursue a systematic approach and make purposeful and effective decisions. They also needed to include other people who were involved with and cared about the transition process for deaf and hard of hearing young people. A representative from pepnet 2, the federal initiative to increase the lifetime choices of students who are deaf or hard of hearing, suggested that the team reach out to the Transition Coalition, a research unit at the University of Kansas that provides information, training, and resources for effective transition for students with disabilities. The Transition Coalition recommended administration of its Quality Indicators of Exemplary Transition Programs Needs Assessment-2 (QI-2). Today the Kansas pepnet 2 team has identified the unmet needs of deaf and hard of hearing students, and hopes to use this data to enable school districts to better prepare teachers, parents, and students for transition from high school to postsecondary education or the workplace.
Building and Maintaining Connection: Supporting Transition in a Rural State
Author: Flannery, Ann
Date: 2016-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,High School Students,Rural Schools,Job Skills,Transitional Programs,Partnerships in Education,After School Programs,Employment,Special Education

Deaf and hard of hearing students at Rocky Mountain High School (RMHS), a public school in Meridian, Idaho--and other deaf and hard of hearing students throughout the state, needed skills for the workplace. The demand was critical, and administrators knew change was needed. Co-authors Janna Dunagan, who teaches deaf and hard of hearing students, and Paula Mason, then the post-secondary transition specialist for the Idaho Educational Services for the Deaf and the Blind (IESDB), itinerant transition specialist, got together and brainstormed; and were soon joined by co-author Ann Flannery, who was at that time working with the Network Interpreting Service. This article describes a six-week program that would bring in community members, cover a myriad of topics, and end with the school year--just in time for students to move into summer employment. The timing was ideal; the information would be fresh and students would have confidence to secure employment and work more independently.
A Test That Isn't Torture: A Field-Tested Performance-Based Assessment
Author: Eastburn, Mark
Date: 2006-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Spanish,Grade 5,Language Acquisition,Alternative Assessment,Interpretive Skills,Audience Awareness,Communication Skills,Interpersonal Competence,Feedback (Response),Program Validation

This article discusses the author's use of a performance-based evaluation in his fifth grade Spanish class in a K-5 public elementary school located in Princeton, New Jersey. The author realized the need to break the old testing paradigm and discover a new way of demonstrating student language acquisition since the traditional tests did not seem to reflect his Spanish students' actual skills. The traditional tests did not measure the interpersonal and presentational modes of communication at all, and the measure of interpretive communicative ability they provided was limited to a relatively low number of vocabulary words and phrases. The performance-based evaluation that he now gives to students every October and June is a wonderful opportunity to measure and showcase each child's ability to read, listen, speak, and exchange information in Spanish. This assessment also provides a tremendous amount of evidence to document each student's progress over the course of the year. The article describes the three modes of communication--as defined by the American Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners--that are used in the performance-based assessment: the interpretive mode, the presentational mode, and the interpersonal mode. [Note: The volume number (v11) shown on the attached PDF is incorrect. The correct volume number is v12.]
Turning a New Light on Assessment with LinguaFolio
Author: Van Houten, Jacqueline Bott
Date: 2006-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Evaluation Methods,Formative Evaluation,Student Evaluation,Class Activities,Feedback (Response),Student Motivation,Language Proficiency,Language Tests,Diagnostic Tests,Trend Analysis,Peer Evaluation,Summative Evaluation,Self Evaluation (Individuals)

This article aims to reshape the prevailing negative perception of assessment into one of a positive and powerful tool to guide learning, teaching and advocacy. Emphasis is placed on the importance of becoming assessment-literate, developing a balanced assessment system, using assessment results to motivate learners and mold instruction, and sharing data to inform stakeholders and advocate for language learning. Key to this new perspective is the recognition that daily classroom activities can be formative assessments in and of themselves. They have the potential, through systematic feedback and the use of reflective learning tools, like LinguaFolio, for guiding students to monitor and map their own learning. [Note: The volume number (v11) shown on this PDF is incorrect. The correct volume number is v12.]
8 Assessment Tips: Easy to Implement Ideas for Thematic Units
Author: Porello, Eugenia
Date: 2006-00-00
Type: Journal Articles
Subjects: Units of Study,Evaluation Methods,Thematic Approach,Educational Practices,Language Tests,Scoring Rubrics

In this article, the author outlines and describes eight assessment tips for language thematic Units. The tips include: (1) Knowing where you are going (creation of appropriate assessment tools); (2) Having a Plan (setting your communication and language goals); (3) Mapping it Out (teaching in the same way you will assess students); (4) Testing the Tip (reflect the objectives of targeted thematic unit); (5) Setting the Bar (create well-designed rubrics); (6) Simple Truths about Rubrics (different types, online sources available, critique with colleagues, written in language students can understand); (7) Run it like a Business (suggestions to smooth the implementation); and (8) Closure for Everyone (before moving forward, complete closure to solidify the lessons learned). The article provides resources available to assist with assessment in foreign languages.
Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being
Author: Isgör, Isa Yücel
Date: 2016-09-00
Type: Journal Articles
Subjects: Well Being,Metacognition,Thinking Skills,Academic Achievement,Test Anxiety,Factor Analysis,Prediction,Predictor Variables,Psychological Characteristics,High School Students,Foreign Countries,Statistical Analysis,Likert Scales,Construct Validity,Sampling,Multivariate Analysis,High Schools,Measures (Individuals),Item Analysis,Test Reliability,Correlation,Reliability,Scores,Grade 9,Grade 10,Grade 11,Grade 12,Educational Environment

The purpose of this research was to investigate the predicting effect of high school students' metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including 149 females and 102 males between 14 and 19 years old. Psychological Well-Being Scale, Metacognitive Skills Scale, and Personal Information Form were used in the research. According to the results, it was determined that there was a positive significant relationship between psychological well-being and metacognitive skills and academic success average, and a negative significant relationship between psychological well-being and exam anxiety. It was also specified that there was a negative significant relationship between exam anxiety and metacognitive skills, and a positive significant relationship between metacognitive skills and academic success average. Finally, metacognitive skills, exam anxiety and academic success average were noticed to be significant predictors of psychological well-being. In this model, it was revealed that success average explained R[superscript 2] = 0.30 of psychological well-being, academic success average and metacognitive skill explained R[superscript 2] = 0.46 of the variance together, and the triple model including academic success average, metacognitive skill and exam anxiety explained R[superscript 2] = 0.57 of the variance.