ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case for Change in College Admissions: A Call for Individual and Collective Leadership. A Report Informed and Inspired by the Los Angeles Conference Jan 26-28, 2011
Author: Wegner, Gregory R.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: College Admission,Leadership,Selective Admission,Equal Education,Inclusion,Educational Change,Access to Education,College Entrance Examinations,Competition,Student Financial Aid,Educational Finance,Public Colleges,Private Colleges,Disproportionate Representation,Proprietary Schools,Ethics,Group Activities,Measurement Techniques,Educational Practices,Intercollegiate Cooperation

In January 2011, the University of Southern California Center for Enrollment Research, Policy, and Practice in conjunction with the Education Conservancy convened a national workshop--a unique experiment meant to consider &quot;The Case for Change in College Admissions.&quot; Its 180 participants included university and college admissions officers as well as faculty members and administrative leaders of selective private and public higher education institutions throughout the U.S. Also participating were members of both the federal and state higher education policy communities, higher education scholars, leaders of associations, and other stakeholders. This meeting, which was generously funded by the College Board, Lumina Foundation, and Spencer Foundation, was uniquely distinguished by the enthusiastic participation of attendees. At the same time, there was a widely shared sense of urgency that the level and nature of competition among attendees' institutions was threatening education. A pervasive conviction among participants was that colleges and the public interest would be better served by reining in certain practices and engaging in cooperative behavior. Most emphatically expressed was a call for individual and collective leadership. This executive summary provides distillations of several prominent thoughts, ideas, and suggestions presented at the event. The insights from this conference derive not just from empirical research, but also from years of professional experience. Altogether, this collection of arguments makes the case for change, recommends corrective actions, and challenges each member of the educational community to find a space for leadership and action in the public interest. Appended to the report are: (1) The Case for Change Conference Program; (2) &quot;Sorting to Extremes&quot; (Sandy Baum and Michael S. McPherson); (3) Idea Harvest: Free Response from Conference Participants; (4) Participating Institutions; and (5) Sponsors.
Extensive Reading Materials Produced by Learning Communities
Author: Jacobs, G. M.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Reading Materials,Student Developed Materials,Teacher Developed Materials,Second Language Learning,Educational Practices

This article advocates that students and teachers create some of their own extensive reading materials. Learning communities act as a means of motivating and sustaining student and teacher production of extensive reading materials. The article begins by explaining learning communities. The bulk of the article has two parts. The first part focuses on student created extensive reading materials, discussing benefits and ways to produce such materials. The second part does the same for teacher created extensive reading materials. It is suggested that involving students and teachers in creating ER materials facilitates more egalitarian, more caring education practices. [This article was published in &quot;TESL Reporter,&quot; v46 n1-2 p28-39 2013.]
Cooperative Learning to Promote Human Rights
Author: Jacobs, George M.
Date: 2003-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Civil Rights,Hidden Curriculum,Teaching Methods,Educational Principles,Heterogeneous Grouping,Skill Development,Personal Autonomy,Communities of Practice,Student Rights,Student Participation,Equal Education,Accountability,Interpersonal Relationship,International Law,International Organizations

When people think about how education at the primary, secondary, and tertiary levels can promote human rights, most people think about the content. For example, they think about lessons on topics such as overcoming discrimination or the right to a fair trial. However, teaching for human rights is not only about the &quot;what,&quot; the content of teaching. It also concerns the &quot;how,&quot; the methods of teaching. The how of teaching involves what is sometimes called the &quot;hidden curriculum&quot; of education. Bigelow (1999, p. 243) defines hidden curriculum as &quot;the values, habits, and beliefs that are imparted to students through the ways schools are structured and through the routines of school life.&quot; For instance, students may study about democracy in their textbooks, but if all the decisions in the school are made at the top--by the principal for the whole school and by the teacher for the whole class--and the people below are supposed to blindly obey, the hidden curriculum is teaching students something very different from the democracy talked about in their textbooks. The hidden curriculum is teaching them to follow instructions and not to question authority. Thus, if we are going to successfully teach human rights, the medium must match the message. In other words, the way we teach should be consistent with the ideas of human rights that we are teaching as content. Many human rights friendly teaching methods exist. This article describes one of them: cooperative learning. First, an overview of cooperative learning will be presented including history, research support, and theoretical foundations. Then, in the main part of the article, principles of cooperative learning will be explained, with examples of how these principles can be enacted in the classroom, and with connections between the principles and key concepts in human rights. [This article was published in &quot;Human Rights Education in Asian Schools,&quot; v6 p119-129 2003.]
An Investigation of Extensive Reading with Remedial Students in a Philippines Secondary School
Author: Lituanas, P. M.
Date: 2001-00-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Instruction,Pretests Posttests,Program Effectiveness,Remedial Reading,Secondary School Students,Reading Skills,Low Income Groups,Experimental Groups,Control Groups,Oral Reading,Reading Tests,Conventional Instruction,Reading Material Selection,Reading Assignments,English (Second Language),Second Language Instruction,Scores

This article reports a six-month study that used a matched-pairs pre-test, post-test control group design to measure the relative effectiveness of extensive reading with remedial reading students in a Philippines secondary school (n = 60). Ninety percent of students at the school come from low-income homes where reading materials tend to be scarce. The dependent variable, reading proficiency, was assessed using the Informal Reading Inventory and the Gray Standardized Oral Reading Test. Both groups received the same 40 daily minutes of English instruction plus a remedial class. In their remedial class, the control group studied via a traditional approach, emphasizing intensive reading and phonics. For the experimental group, remedial reading class involved reading self-selected materials and doing a variety of post-reading activities. Results suggest that extensive reading led to greater gains than traditional reading instruction. Details on how extensive reading was implemented and a rationale for extensive reading are provided. [This article was published in &quot;International Journal of Educational Research,&quot; v35 n2 p217-225 2001.]
Dialogic Reading Aloud to Promote Extensive Reading
Author: Jacobs, George M.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Motivation Techniques,Teaching Methods,Reading Instruction,Second Language Instruction,Reading Aloud to Others,Dialogs (Language),Reading Materials,Pronunciation Instruction,Vocabulary Development,Schemata (Cognition),Grammar,Reading Strategies,Cooperative Learning,Learner Engagement,Silent Reading,Thinking Skills,Communication Skills,Emotional Response,Values,Reflection,Educational Benefits,Skill Development,Guidelines,Reading Material Selection

How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want to read aloud to their students. Next, guidelines are given for reading aloud. These guidelines include insights from the literature on dialogic reading (Whitehurst, Arnold, Epstein, Angell, Smith, &amp; Fischel, 1994). [This article was published in &quot;Extensive Reading in Japan,&quot; v9 n1 p10-13 Jun 2016.]
Extensive Reading with Adult Learners of English as a Second Language
Author: Renandya, Willy A.
Date: 1999-06-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Vietnamese,Government Employees,Second Language Instruction,Correlation,Scores,Achievement Gains,Adult Students,Language Proficiency,Regression (Statistics),Predictor Variables,Reading Processes,Foreign Countries,Statistical Analysis,Questionnaires,Language Tests,Measures (Individuals),Student Attitudes,Teaching Methods

This paper reports on a study of the impact of extensive reading (ER) on the language proficiency of a group of Vietnamese government officials studying English. Two questions were of interest. First, we wanted to examine if ER could be successfully implemented with adult second language learners beyond traditional student age. Secondly, we were interested in the relationship between learning gain and a set of ER variables, such as amount of ER materials read, the extent to which this material was perceived to be a useful and enjoyable activity. The results indicated that older adult second language learners could indeed benefit from a carefully planned and systematically implemented ER program. Further, a regression analysis showed that amount of ER was the only significant predictor of participants' gain scores. (This article was published in &quot;RELC Journal,&quot; v30, n1 p39-61 Jun 1999)
Checklists for Doing Cooperative Global Issues Projects
Author: Jacobs, George M.
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Check Lists,Student Projects,Cooperative Learning,Group Activities,World Problems,Heterogeneous Grouping,Skill Development,Personal Autonomy,Peer Relationship,Interaction,Interpersonal Communication,Thinking Skills,Student Participation,Group Dynamics,Facilitators (Individuals),Accountability,Goal Orientation,Student Role,Rewards,Recognition (Achievement),Meetings,Public Speaking,Feedback (Response),Student Evaluation

Projects are not new in education (for example, see Kilpatrick, 1918), but in the last 20 years, they seem to have become more popular in second language education, as projects fit with emphases on communication, tasks, cooperation among students, learner autonomy, curricular integration, alternative assessment, links between the classroom and the world beyond, and thinking skills (Jacobs &amp; Farrell, 2001). In particular, the many ways in which projects allow students to link their second language learning with their efforts to learn about and improve the wider world make projects particularly attractive to students and teachers attempting to infuse global issues into their learning and teaching (Cates &amp; Jacobs, 2006). Projects, whether or not they deal with global issues, are often done in groups. Indeed, research and theory suggest that multiple cognitive and affective benefits can arise from student-student cooperation (Johnson, Johnson, &amp; Stanne, 2000). However, group efforts in and out of education often run afoul of a host of obstacles, such as group members who do not get along with each other, go off-task, neglect to do their assigned tasks or do not give each other useful feedback. Therefore, introducing student-student interaction as a third mode of learning--along with learning from teachers and instructional materials and working alone--brings with it a host of potential complications that students and teachers may find perplexing and discouraging. The purpose of this article is to offer solutions to some of these complications when groups work on global issues projects. Many of these solutions come from the literature on cooperative learning (e.g., Johnson &amp; Johnson, 2003; Sharan &amp; Sharan, 1992). The article begins with brief explanations of eight cooperative learning principles. The main part of the article consists of nine checklists the students can use for doing cooperative global issues projects. [This article was published in the &quot;IATEFL GISIG (Global Issues Special Interest Group) Newsletter,&quot; p8-14 Jan 2008.]
The Changing Nature of Workplace Literacy as a Rationale for the Use of Groups in ESP
Author: Jacobs, George M.
Date: 1994-00-00
Type: Reports - Descriptive
Subjects: Workplace Literacy,English for Special Purposes,Second Language Learning,Peer Teaching,Problem Solving,Interpersonal Communication,Groups,Comparative Analysis,Cooperation,Trend Analysis,Teacher Role,Administrator Role,Cooperative Learning,Student Role,Employees,Work Environment,Second Language Instruction,Teaching Methods,Thinking Skills

A trend toward the use of groups can be seen both at the workplace and in education. The growing presence of groups at work provides one motivation for groups in educational context, especially ESP, because students now need to acquire a higher form of literacy to participate in groups at work. Involved in this broader literacy are such skills as exercising initiative, peer-training, group problem solving, and interpersonal communication. Such literacy will be especially difficult for second language learners to achieve. The author discusses the nature of this trend toward groups and the reasons for it. Next, groups at the two sites are compared in areas such as the changing roles of managers/teachers and employees/students and the degree of commonality of interests between employers/teachers and employees/students. The author concludes that the use of groups in education is valuable for helping students acquire the skills and attitudes of cooperation and complex thinking. Such preparation will serve students well regardless of what they encounter in their careers and beyond. Additionally, the content of education must also be considered in preparing students for the situations they may experience with employers and others. [This article was published in &quot;ESP Malaysia,&quot; v2 p106-117 1994.]
Analysing Student-Student Interaction from Cooperative Learning and Systemic Functional Perspectives
Author: Jacobs, George M.
Date: 2000-06-00
Type: Reports - Research
Subjects: Cooperative Learning,Peer Relationship,Teaching Methods,Linguistics,Elementary School Students,Science Instruction,Educational Research,Discourse Analysis,Verbs,Form Classes (Languages),Classroom Communication

This article attempts to offer insights on how to facilitate student-student interaction in the science classroom. These insights derive from two sources, one from the education literature and the other from the linguistics literature. From the pedagogic sciences, cooperative learning offers a means of understanding what helps groups of students interact successfully. From the science of language, Systemic Functional linguistics provides a tool for analyzing how people use language to achieve various aims. In the article, cooperative learning and Systemic Functional linguistics are first described. Next, they are used to analyze a transcript of student-student interaction from an elementary school science classroom. Then, implications are suggested as to how these two areas of inquiry can inform improved teaching practice. Particular emphasis is placed on the teaching of collaborative skills. [This article was published in &quot;Electronic Journal of Science Education,&quot; v4 n4 Article 3 Jun 2000.]
A Study of Extensive Reading with Remedial Reading Students
Author: Lituanas, P. M.
Date: 1999-00-00
Type: Reports - Research
Subjects: Remedial Reading,Reading Instruction,Teaching Methods,Secondary School Students,Randomized Controlled Trials,Pretests Posttests,Foreign Countries,Oral Reading,Reading Tests,Instructional Effectiveness,English (Second Language),Second Language Instruction,Language of Instruction,Scores

This book chapter reports a study designed to examine the effectiveness of an English-language ER program for remedial students at a public secondary school in the southern Philippines. Sixty first-year students at the school, 30 females and 30 males, who were to be assigned to remedial reading classes constituted the participants in this study. Using a matched-pairs design, each student was first matched with another of similar IQ, sex, socio-economic status, reading level, and past achievement. Then, one member of each pair was randomly assigned to the experimental remedial reading class, and the other member was assigned to the control class, so as to achieve balance on the variables in the two remedial reading classes. A Pre-test-Post-test Control Group design was used. The dependent variable, reading proficiency, was assessed via two instruments: the Informal Reading Inventory (IRI) (Johnson, Kress, &amp; Pikulski, 1987), which yields scores from 0-100 on reading comprehension, and the Gray Standardized Oral Reading Test (GSORT) (Gray, 1967), which measures reading speed and accuracy, and indicates the grade level at which the student is reading. Both instruments were administered twice, once two months before the six-month treatment began and again after the treatment had been carried out. During the six months, both the control and experimental groups received 40 minutes of regular English class daily, plus an additional 40-minute remedial reading class. In their remedial reading class, the control group was taught in the conventional way from a textbook which included lessons on vowel and consonant sounds, minimal pairs, reading and reciting poems, and reading short selections. The only silent reading the control group did - and this infrequently - was of these short selections from their textbook. In contrast, the experimental remedial reading group took part in an ER program, the core of which consisted of students reading texts of their choice and doing a variety of post-reading activities. Post-test scores showed that the treatment group outperformed their control group peers to a statistically significant extent. [This article appears as a chapter in Y. M. Cheah &amp; S. M. Ng (Eds.),&quot; Language instructional issues in Asian classrooms&quot; (pp. 89-104). Newark, DE: International Development in Asia Committee, International Reading Association.]
Using Integrated Student Supports to Keep Kids in School: A Quasi-Experimental Evaluation of Communities in Schools. Executive Summary
Author: Somers, Marie-Andrée
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,Student Needs,Elementary Schools,Middle Schools,High Schools,Intervention,At Risk Students,Low Achievement,Attendance Patterns,Behavior Problems,Graduation Rate,Dropout Rate,Program Effectiveness,Comparative Analysis,Control Groups,Experimental Groups,Models,Educational Environment,Quasiexperimental Design,Statistical Analysis,Institutional Characteristics,Standardized Tests,Scores,Trend Analysis,Academic Support Services,Student Personnel Services,Skill Development

The Communities In Schools (CIS) Model of Integrated Student Supports aims to reduce dropout rates by providing students with integrated and tiered support services based on their levels of need. The model includes preventive services that are available to all students (Level 1 services) as well as intensive, targeted, and sustained services provided through case management (Level 2 services) for the 5 percent to 10 percent of students who display significant risk factors for dropping out, such as poor academic performance, high absentee rates, or behavioral problems. This study, which is based on a quasi-experimental research design, examines the CIS model's effect on students' outcomes in elementary schools, middle schools, and high schools. The sample for this study includes 53 CIS schools in Texas and North Carolina (14 high schools, 15 middle schools, and 24 elementary schools) that started implementing the CIS model between 2005 and 2008. The study compares these CIS schools with 78 matched comparison schools (18 high schools, 24 middle schools, and 36 elementary schools). For the high schools, the main finding is that on-time graduation rates increased--and dropout rates decreased--in the study schools after the CIS model was launched. Graduation and dropout rates also improved in the comparison schools, so it is unclear whether the CIS model was &quot;more&quot; effective than the strategies used by the comparison schools. The findings do suggest that the CIS model may be at least as effective as these other approaches. This executive summary discusses what the CIS Model is, how it was evaluated, and if it improved school outcomes. [For the full report, see ED574040.]
Using Integrated Student Supports to Keep Kids in School: A Quasi-Experimental Evaluation of Communities in Schools
Author: Somers, Marie-Andrée
Date: 2017-04-00
Type: Reports - Research
Subjects: Dropout Prevention,Student Needs,Elementary Schools,Middle Schools,High Schools,Intervention,At Risk Students,Low Achievement,Attendance Patterns,Behavior Problems,Graduation Rate,Dropout Rate,Program Effectiveness,Comparative Analysis,Control Groups,Experimental Groups,Models,Educational Environment,Quasiexperimental Design,Statistical Analysis,Institutional Characteristics,Standardized Tests,Scores,Trend Analysis,Academic Support Services,Student Personnel Services,Skill Development

The Communities In Schools (CIS) Model of Integrated Student Supports aims to reduce dropout rates by providing students with integrated and tiered support services based on their levels of need. The model includes preventive services that are available to all students (Level 1 services) as well as intensive, targeted, and sustained services provided through case management (Level 2 services) for the 5 percent to 10 percent of students who display significant risk factors for dropping out, such as poor academic performance, high absentee rates, or behavioral problems. This study, which is based on a quasi-experimental research design, examines the CIS model's effect on students' outcomes in elementary schools, middle schools, and high schools. The sample for this study includes 53 CIS schools in Texas and North Carolina (14 high schools, 15 middle schools, and 24 elementary schools) that started implementing the CIS model between 2005 and 2008. The study compares these CIS schools with 78 matched comparison schools (18 high schools, 24 middle schools, and 36 elementary schools). For the high schools, the main finding is that on-time graduation rates increased--and dropout rates decreased--in the study schools after the CIS model was launched. Graduation and dropout rates also improved in the comparison schools, so it is unclear whether the CIS model was &quot;more&quot; effective than the strategies used by the comparison schools. The findings do suggest that the CIS model may be at least as effective as these other approaches. The following are appended: (1) The Statistical Model and Baseline Trend Estimates; (2) The Selection of Schools Implementing the Communities In Schools Model; (3) The Selection of Comparison Schools; (4) Standard Deviations; (5) Sensitivity Analyses; (6) Findings for Schools in Texas; and (7) Statistical Power and Minimum Detectable Effects. [For the executive summary, see ED574039.]