ethanporcaro/eric-fulltext-meta huggingface dataset:
Online English Practice with Filipino Teachers in University Classrooms
Author: Healy, Sandra
Date: 2018-12-08
Type: Reports - Research
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Faculty,Learner Engagement,Communicative Competence (Languages),Educational Change,Teaching Methods,Anxiety,Computer Mediated Communication,Videoconferencing

Globalization has led to an increased need for Japanese students to improve their communicative abilities in order to compete on the world stage. As a result, the Japanese government has reformed the English education system in Japan to focus on more practical communication. Due to a lack of time and resources available to do this successfully, some institutions in Japan have introduced online components to their courses. This study examines both qualitative and quantitative data regarding students' engagement in online English education and some of the practical issues that can arise. [For the complete volume of short papers, see ED590612.]
Optimising STEM Industry-School Partnerships: Inspiring Australia&apos;s Next Generation. Final Report
Author: Education Council (Australia)
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Foreign Countries,STEM Education,Industry,School Business Relationship,Partnerships in Education,Faculty Development,Relevance (Education),Problem Solving,Program Effectiveness,Social Problems,Career Choice,Elementary Secondary Education,Higher Education,Vocational Education,Secondary Education,Lifelong Learning,Government Role,Best Practices

Australia's education system has served the nation well, but must continue to evolve to ensure competitiveness in a world racing towards the future. The report recommendations presented seek to optimise the ways industry partnerships can assist in the provision of contemporary, internationally competitive Science, Technology, Engineering, and Mathematics (STEM) education in schools. The STEM Partnerships Forum has identified three major areas where industry-school partnerships should focus in order to have the greatest impact on the engagement and aspirations of young people in STEM areas: (1) teacher professional learning; (2) awareness of the opportunities for real world problems to be solved through STEM careers; and (3) improving understanding of the outcomes and impact of STEM partnerships. To support the work of the Forum, a series of consultations was undertaken across state and territory capital cities with experts from education and industry invited to respond to observations, provisional recommendations and questions. A total of 152 people attended 18 meetings over seven weeks. In addition to this, 53 written submissions were provided in response to the Forum's Issues Paper. The chapters presented in this report further explore the national and international trends in STEM education, describe how targeted action by industry, government and other stakeholders in these areas will lead to improved STEM outcomes for students, and provide practical advice on how to optimise existing and new industry-school partnerships. [This report was produced by Education Services Australia, on behalf of the Education Council.]
Can 360 Virtual Reality Tasks Impact L2 Willingness to Communicate?
Author: Papin, Kevin
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Computer Mediated Communication,Second Language Learning,Foreign Countries,Anxiety,French,Foreign Students,College Students,Student Attitudes

This paper presents a research proposal that aims at examining the impact of communicative tasks mediated by Virtual Reality (VR) on second language (L2) Willingness To Communicate (WTC) outside of the classroom. The study will take place in Montreal, a Canadian city known for its regional variety of French and the bilingualism of its population, which is challenging for international students trying to practice the target language outside of the classroom. A mixed-methods approach will be used to follow the evolution of WTC levels while exploring in more depth students' perceptions of the virtual activities and their WTC. [For the complete volume of short papers, see ED590612.]
Mobile Assisted Language Learning in the Workplace -- Developing the Context-Aware Learning Application Appla
Author: Komppa, Johanna
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Workplace Learning,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Second Language Learning,Employees,Foreign Countries,College Students,Context Effect

This paper discusses the possibilities for Mobile-Assisted Language Learning (MALL) in the workplace. We present an on-going project on developing a language learning application Appla and report on a pilot study of its use. The Appla application is based on speech recognition: it records and transcribes the ongoing interaction the language learner/employee is involved in and provides information about it (e.g. transcriptions of conversations, word lists). Thus, the application is context-aware (cf. Stockwell, 2016), i.e. the learning material is gathered from real interaction around the learner. The target group of the application consists of adult L2 learners, who have basic knowledge of Finnish and who want to improve (professional) Finnish language skills. In the pilot study reported, the Appla application was tested in simulated work-like tasks by second language speakers. [For the complete volume of short papers, see ED590612.]
Mathematics Pathways to Completion: Setting the Conditions for Statewide Reform in Higher Education
Author: Bickerstaff, Susan
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: College Mathematics,Educational Change,Alignment (Education),State Policy,Educational Policy,Remedial Mathematics,Transfer Policy,Community Colleges,Educational Objectives,Educational Cooperation,Coordination

The Charles A. Dana Center at the University of Texas at Austin, the developer of the Dana Center Mathematics Pathways (DCMP) model, initiated the Mathematics Pathways to Completion (MPC) project to support each of six states in developing a broad statewide vision for mathematics pathways and a plan for institutional implementation of the DCMP model over three years. At institutions offering mathematics pathways, students take an introductory college-level mathematics course that is well matched with their major or program of study. The goal is to align students' mathematics coursework with their academic and career needs, redirecting non-STEM students from lengthy algebraic-intensive course sequences. Importantly, students referred to developmental mathematics take preparatory coursework that is aligned to their particular introductory college-level mathematics course, often using an accelerated approach such as a corequisite model. Mathematics pathways are a promising approach for improving student outcomes, but if implementation happens one college at a time and without statewide policy support, the potential for scaling is diminished. This report describes the structure of the MPC project and the supports that the Dana Center is offering to participating states. In addition, drawing on 33 semi-structured interviews with mathematics faculty, state-level leaders, and technical assistance providers across the six states, this report explores the question: What state-level structures, conditions, and processes facilitate statewide implementation of mathematics pathways? [The research in this report was conducted in association with the Charles A. Dana Center at the University of Texas at Austin.]
Aucune Anomalie Détectéé! Practice Your French While Piloting a Spaceship
Author: Liakin, Denis
Date: 2018-12-08
Type: Reports - Research
Subjects: French,Second Language Learning,Second Language Instruction,Language Proficiency,Cooperative Learning,Computer Games,Teaching Methods,Learning Motivation,College Students,Foreign Countries,Student Attitudes

This study explores the pedagogical use of &quot;Astronautes Français Langue Seconde (Astronautes FLS)&quot;, a cooperative digital game, in second/foreign language (L2) French teaching. It has two goals: (1) to introduce &quot;Astronautes FLS&quot; and its conceptualization, and (2) to report the results of a feasibility study in which we examined the pedagogical viability of the game as well as learners' perceptions of the game, across two proficiency groups. The results of the feasibility study suggest that the game is positively perceived by the participants in many factors known to contribute to language learning (e.g. it increased their motivation to learn). [For the complete volume of short papers, see ED590612.]
Creative Muscle: The Serious Learning Game
Author: Pappa, Giouli
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Educational Games,Second Language Learning,Computer Assisted Instruction,Creative Writing,Program Effectiveness,Student Attitudes,Teacher Education Programs,Online Courses,Foreign Countries,Graduate Students,Masters Programs,Computer Simulation

&quot;Serious Games [SGs] are applications combining educational content with gameplay by integrating learning objectives into a game-like environment&quot; (Thillainathan &amp; Leimeister, 2014, p. 1). However, they have not been used much in language teacher education and training (Ulicsak, 2010). This paper describes the design of &quot;Creative Muscle,&quot; a SG and its use to train second language practitioners/ Master of Arts (MA) in Computer Assisted Language Learning (CALL) studentteachers in the use of Singularity Viewer Virtual World (VW) for online micro teaching. This game-based training was delivered in three one-hour sessions. Creative Muscle was based on creative writing as a metaphor. Data included the researchers' personal observations, screen recordings of students' participation, and the participants' reflective journal entries. The findings gave insights into the effectiveness of the use of the 3D SG as a VWs' training mechanism. Students' feedback further provided ideas for game improvement which indicated a good understanding of the game, and of VWs. [For the complete volume of short papers, see ED590612.]
The Acquisition of French Vocabulary in an Interactive Digital Gaming Context
Author: Rueb, Avery
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,French,Vocabulary Development,Computer Games,Teaching Methods,Pretests Posttests,Experimental Groups,Control Groups,Individual Differences,Communicative Competence (Languages),Telecommunications,Handheld Devices

&quot;Prêt à Négocier&quot; (PàN) is an interactive digital information gap game designed to help French students improve their interaction skills. In this study, we examined the effects of its use on improving French learners' vocabulary. Following a pretest/posttest design, we compared the development of 20 French words between an experimental and a control group. Although both groups followed a similar trajectory in vocabulary learning, some participants benefited from the proposed game-based pedagogy more than others due to individual differences. Our findings highlight how interactive and meaningful games such as PàN can complement and enhance the learning of second/foreign language (L2) vocabulary. [For the complete volume of short papers, see ED590612.]
Introducing the European NETwork for COmbining Language LEarning and Crowdsourcing Techniques (enetCollect)
Author: Lyding, Verena
Date: 2018-12-08
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Program Descriptions,Natural Language Processing,Interdisciplinary Approach,Networks,Uncommonly Taught Languages,Capacity Building,Instructional Materials,Ethics,Legal Problems,Business,Sustainability,Foreign Countries,Computer Assisted Instruction

We present enetCollect, a large European network project funded as a COST Action that sets ground for combining crowdsourcing with IT technologies used in areas such as language learning and Natural Language Processing (NLP). This project tackles a major challenge of bringing together interdisciplinary researchers to foster language learning of all European citizens from diverse sociodemographic, cultural, educational, and linguistic backgrounds. It aims at unlocking a crowdsourcing potential available for all languages, including less widely spoken languages, in order to create language resources and achieve a coverage of material for teaching the languages. It will meet its research and capacity-building goals by creating an international community of researchers that will work on producing a comprehensive theoretical framework and running prototypical experiments to benefit a wide range of users and languages, while considering ethical, legal, and business issues. This article informs about its objectives, expected impact and strategic organisation that contribute to reaching its flexible and sustainable success goals. [For the complete volume of short papers, see ED590612.]
Local Homeless Education Liaisons: Making the Right Selection and Supporting Their Effectiveness. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Homeless People,Poverty,Children,Youth,At Risk Persons,School Community Relationship,Student Needs,Federal Legislation,Board of Education Role,School Districts,Legal Responsibility,Employment Qualifications

Homelessness often is accompanied by poverty, stress, and instability. As a result, children and youth in homeless situations frequently must overcome many educational challenges. The McKinney-Vento Act requires local educational agencies (LEAs, hereafter &quot;school districts&quot;) to identify children and youth experiencing homelessness, and connect them with educational and other needed supports. The Act also requires every school district to designate an appropriate staff person, known as the local homeless education liaison, (hereafter &quot;local liaison&quot;), who is able to carry out the duties of the position as described in the law. A local liaison who has the knowledge, skills, time, and authority to carry out the position is key to ensuring that children and youth experiencing homelessness receive all protections and services necessary for them to succeed in school. This brief will help school district administrators understand the duties of the local liaison, select a local liaison who is able to perform effectively in the position, and provide the local liaison with the support needed to fulfill the responsibilities of the role.
Testing the Reliability of the New General Service List Test (NGSLT) in Order to Better Evaluate Japanese University Students&apos; Written Receptive Vocabulary Levels
Author: Nadasdy, Paul
Date: 2018-12-08
Type: Reports - Research
Subjects: Test Reliability,Receptive Language,Vocabulary,Language Tests,Written Language,Diagnostic Tests,English (Second Language),College Freshmen,Foreign Countries

The New General Service List Test (NGSLT) (Stoeckel &amp; Bennett, 2015) was designed as a diagnostic test to measure students' written receptive vocabulary knowledge. This test battery was developed based upon the New General Service List (NGSL) (Browne, 2013), which makes it appealing to teachers in Japan, and especially those who see vocabulary as key to English as a foreign or second language learning. The research focused on finding out whether and to what degree the test accurately and reliably measures students' vocabulary knowledge, and to find if there are any incongruences with the scores on this test and those on extraneous standards. Three versions of the NGSLT were distributed and a triangulation method was used to analyze the data, with the findings suggesting that the NGSLT may be less a measure of students' knowledge of the target words than a measure of how well they can understand the answer choices. [For the complete volume of short papers, see ED590612.]
Discourses in Place: Technology and Language Experts Negotiating Solutions for a Language Learning Application
Author: Riekki, Maritta
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Computer Oriented Programs,College Students,Second Language Instruction,Language Teachers,Design,Video Technology,Cooperation

This study explores the nature of collaboration between language students and technology developers while designing an application for language teaching. This project was part of a university course on language learning and teaching in technology-rich environments. An important aspect of the course was to help the university students to explore and extend their understandings of language teaching and being language teachers. One of the student teams on the course had the opportunity of acting as language (pedagogy) experts while working with technology experts, negotiating directions for the application under development. Such a collaborative relationship together with the support of the course was expected to provide the participants with new perspectives, helping them to detach themselves from narrow conceptions of language pedagogy. Video materials were stored from different phases of the project. The design concepts and reflection papers produced by the students were also used in the analysis. The research drew on nexus analysis. The findings suggest that multidisciplinary collaboration can be fruitfully integrated into language teacher education to provide the students with experiences and perspectives for assuming an active role in technology development for language learning, and, additionally for seeing this type of cooperation as an essential element of their language teacher professionalism. [For the complete volume of short papers, see ED590612.]
Report to the Field: Measuring Educational Quality and Improvement in College and Career Pathways--The Secondary Student Experience (Clark Kerr Campus, University of California, Berkeley, October 17, 2017). College and Career Pathway Research Symposia Series
Author: University of California, Berkeley. College & Career Academy Support Network (CCASN)
Date: 2017-10-17
Type: Reports - Descriptive
Subjects: Secondary School Students,Student Experience,Educational Quality,Career Readiness,College Readiness,Conferences (Gatherings),Learner Engagement,Academic Achievement,Access to Education,Data,Information Utilization,Educational Research,Research Needs

College and career pathways represent a significant national educational reform movement supported by federal, state, and philanthropic funders. High school pathways combine career and technical education with rigorous academics, work-based learning, and student supports to provide equitable access to postsecondary opportunities. Strong research evidence supports this specific combination of interventions as a means to interrupt the opportunity gap and address the underlying causes of disparate high school outcomes. The &quot;Measuring Educational Quality and Improvement in College and Career Pathways&quot; symposium presented an opportunity to map what is known about measuring educational quality in college and career pathways, identify gaps in the research, and pinpoint strategic foci for moving policy and practice forward. This summary includes the symposium agenda, keynote speaker biographies, highlights from key presentations and discussions, a participant list, an annotated bibliography, overarching and individual proposal templates, and group proposals. This symposium is one of four hosted by the College &amp; Career Academy Support Network (CCASN), in conjunction with other nationally renowned research-based organizations, which convene experts on topics related to college and career pathways.
Language Education Culture and Practice under Change at &quot;JAMK Language Centre&quot;
Author: Pollari, Pirkko
Date: 2018-12-08
Type: Speeches/Meeting Papers
Subjects: Universities,Second Language Learning,Second Language Instruction,Interdisciplinary Approach,Professional Education,Foreign Countries,Departments,Program Descriptions,Educational Improvement,Educational Change,Educational Objectives,College Faculty,Teacher Attitudes,Language Teachers,English for Special Purposes,Instructional Design

Universities of applied sciences in Finland are higher education institutions with emphasis on practical working life skills and strong links with working life. Students typically study in field-specific groups where they receive language and communication instruction alongside their professional courses. The development of language and communication studies is the chief responsibility of &quot;JAMK Language Centre&quot; at &quot;JAMK University of Applied Sciences.&quot; To create flexibility in language and communication teaching and to improve language and communication teachers' working practices, a two-year project was started at &quot;JAMK Language Centre&quot; in autumn 2017. In the experiment, JAMK´s students in Finnish degree programs began studying languages and communication in multidisciplinary groups instead of field-specific groups. There were administrative reasons as well as a pedagogical development aims behind the change. Two Strengths, Weaknesses, Opportunities, Threats (SWOT) analyses have been performed to find out about the experiences of the &quot;JAMK Language Centre&quot; staff members regarding the change. So far the experiment has been both challenging and rewarding and it continues until 2019 when the final results can be seen. The aim of this article is to present the first phase of the experimental project highlighting the experiences of the &quot;JAMK Language Centre&quot; staff. [For the complete volume of short papers, see ED590612.]
Transforming Lives through Education. 2016 Annual Report
Author: Foundation for Excellence in Education
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Change,School Choice,Educational Innovation,Accountability,Achievement Rating,Primary Education,Reading,Educational Finance,College Readiness,Career Readiness,Access to Education,Equal Education,Competency Based Education,Federal Legislation,Educational Legislation,Elementary Secondary Education,Conferences (Gatherings),Educational Policy

A full year of progress in advancing education reform across America is documented in each of the Foundation for Excellence in Education's Annual Reports. In this report, readers will see the broad range of initiatives that the Foundation for Excellence in Education is working on--policies that personalize the learning experience for students, that challenge them with college- or career-ready expectations, that prioritize early-grade literacy, and that hold schools accountable to parents and taxpayers. Following a section about the Foundation for Excellence in Education (Excel&quot;in&quot;Ed), which is a national leader in the education reform movement, this report provides a year in review to illustrate Excel&quot;in&quot;Ed's accomplishments. Also provided are reports on the following topics: (1) School Grading Drives Student Success; (2) Reading is the Gateway to Learning; (3) Putting Dollars Where They Matter; (4) Revolutionizing Educational Choice; (5) Preparing Students for a Global Economy; (6) Expanding Access and Equity; (7) A Model for 21st-Century Learning; (8) Returning Authority to the States; (9) By the Numbers; (10) Convening the Nation's Leaders; (11) Excel&quot;in&quot;Ed Across the Nation; (12) Fiscal Accountability; and (13) 2016 Donors. [For the 2015 report, &quot;Turning Reform into Reality. 2015 Annual Report,&quot; see ED576957.]