ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Men of Color along the Educational Pipeline: Research and Practice. Research to Practice Brief
Author: Hairston, Christen Cullum
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Theory Practice Relationship,African American Students,Males,Higher Education,Developmental Studies Programs,Guidance Programs,Academic Support Services,Student Personnel Services,Interviews,Administrator Attitudes

The fact that the United States has been and will continue to diversify is intensely important for higher education to not only recognize, but to have programs in place to support all students. For men of color, especially those who are achieving at lower rates than their female counterparts, programs for access to and success in higher education can be an excellent resource, support system, and mentoring opportunity to help students overcome the educational barriers in their way. This brief highlights a few exemplary programs that can serve as resources to all of the work that supports men of color. [The practitioner interviews were conducted by Carrie Warick.]
The Role of Social Supports and Self-Efficacy in College Success. Research to Practice Brief
Author: Smith, Edward
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Success,Self Efficacy,Social Support Groups,Nonprofit Organizations,Institutional Role,Institutional Characteristics,Institutional Mission,Interviews,Administrator Attitudes,Postsecondary Education,Guidance Programs,Academic Support Services,Student Personnel Services

With an increased national focus on postsecondary degree completion, this Research to Practice brief highlights the roles of social supports and self-efficacy in the academic success of students and features advice from college access and success practitioners at Bottom Line, a nonprofit that aims to help students &quot;get into college, graduate, and go far in life.&quot; [The practitioner interview was conducted by Tiffany Blacknall.]
Protecting Student Privacy While Using Online Educational Services: Requirements and Best Practices
Author: Privacy Technical Assistance Center (PTAC) (ED)
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Privacy,Information Security,Online Systems,Internet,Computer Software,Computer Oriented Programs,Student Records,Best Practices,Educational Legislation,Parent Rights,Disclosure,Student Rights

Today's classrooms increasingly employ on-demand delivery of personalized content, virtual forums for interacting with other students and teachers, and a wealth of other interactive technologies that help foster and enhance the learning process. Online forums help teachers share lesson plans; social media help students collaborate across classrooms; and web-based applications assist teachers in customizing the learning experience for each student to achieve greater learning outcomes. Early adopters of these technologies have demonstrated their potential to transform the educational process, but they have also called attention to possible challenges. In particular, the information sharing, web-hosting, and telecommunication innovations that have enabled these new education technologies raise questions about how best to protect student privacy during use. This document addresses a number of these questions, and presents some requirements and best practices to consider, when evaluating the use of online educational services. Additionally this document addresses privacy and security considerations relating to computer software, mobile applications (apps), and web-based tools provided by a third-party to a school or district that students and/or their parents access via the Internet and use as part of a school activity. Examples include online services that students use to access class readings, to view their learning progression, to watch video demonstrations, to comment on class activities, or to complete their homework. A list of additional resources and a glossary are included.
The Investment Payoff: Reassessing and Supporting Efforts to Maximize the Benefits of Higher Education for Underserved Populations
Author: Coles, Ann
Date: 2013-04-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Benefits,Disadvantaged,Low Income Groups,Investment,First Generation College Students,Economic Change,Social Mobility,Economic Impact,Employment Opportunities,Outcomes of Education

The benefits of higher education over the past few decades have become increasingly apparent, as the unemployment rate for individuals with a college degree is consistently below their counterparts with only a high school education. With current economic conditions, however, concerns have emerged about whether the investments needed to increase the number of credentialed Americans still make sense both for individuals and the larger society. It seems timely, therefore, to re-examine the individual and public payoffs of investing in higher education, especially for the underserved, low-income, and first-generation populations, who have become an important focus of college completion efforts. To this end, the Pathways to College Network and the Institute for Higher Education Policy (IHEP) convened the &quot;National Summit on the Investment Payoff: Supporting Efforts to Increase the Benefits of Higher Education for Underserved Populations&quot; on December 3, 2012 in Washington, D.C. This paper summarizes the issues surrounding the payoff of higher education investments for underserved groups and highlights discussions from the December summit.
Chinese Segmentation and Collocation: A Platform for Blended Learning
Author: Smith, Simon
Date: 2018-00-00
Type: Reports - Research
Subjects: Mandarin Chinese,Phonemes,Computational Linguistics,Phrase Structure,Second Language Learning,Second Language Instruction,Computer Software,Blended Learning,Computer Assisted Instruction

Mandarin Chinese is an increasingly popular world language and object of study, and while there are numerous online character learning apps and flashcard systems, very little research has been done on inductive or autonomous learning in the realm of collocation acquisition. I propose a new Chinese implementation of a trusted corpus-based platform, currently available for English and several other languages, accompanied and enhanced by an adaptive approach to Chinese segmentation approach, whereby different ways of carving up a given sentence are selectively displayed to the learner. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
Student-Teachers&apos; Beliefs Concerning The Usability of Digital Flashcards in ELT
Author: Alnajjar, Marwa
Date: 2018-00-00
Type: Reports - Research
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Blended Learning,Student Teacher Attitudes,Usability,Instructional Materials,Educational Technology,Language Teachers,Web Sites,Vocabulary Development,Masters Programs,Teacher Education Programs,Foreign Countries,Mixed Methods Research

This paper reports on a study that explored five student-teachers' beliefs regarding the usability of three digital flashcard websites that can be used in a blended learning approach in English Language Teaching (ELT) classrooms. These student-teachers, who had previous teaching experience, were students on a year-long Master of Arts (MA) programme at Coventry University. Adopting a mixed-method research design, this study incorporated aspects of both surveys and case studies to explore different variables that could have an effect on the use of digital flashcards in blended learning classrooms. The websites' design features appeared to create two extreme reactions in student-teachers, suggesting it might be a significant factor in shaping their beliefs. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
Integrating a MOOC into the MA Curriculum: An &apos;Expert&apos; Student&apos;s Reflections on Blended Learning
Author: Phi, Minh Tuan
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Masters Programs,Second Language Learning,English (Second Language),Foreign Countries,Blended Learning,Personal Autonomy

Autonomy is a highly debated concept in the field of language learning and teaching. It is argued here that the integration of Massive Open Online Courses (MOOCs) in tertiary education can help language teachers and learners to address this troublesome concept. This paper reports on the learning journey of a Master of Arts (MA) in English Language Teaching and Applied Linguistics (MAELTAL) student at Coventry University (CU). It discusses autonomy and blended learning in language learning and teaching in the context of engaging with the FutureLearn MOOC &quot;Understanding Language: Learning and Teaching&quot; integrated into the MAELTAL curriculum. This report explores how a blended MOOC approach impacted on the MAELTAL student's beliefs and his identity as an autonomous teacher of English. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
What Our MOOC Did Next: Embedding, Exploiting, and Extending an Existing MOOC to Fit Strategic Purposes and Priorities
Author: Borthwick, Kate
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Online Courses,Relevance (Education),Educational Development,Course Content,Course Descriptions,Curriculum Design,Program Development,Program Effectiveness,College Programs,Blended Learning,Modern Languages,Linguistics,Delivery Systems,Enrollment Rate,Student Recruitment,Recycling,Foreign Countries

This chapter describes how one particular Massive Open Online Course (MOOC), created at the University of Southampton, has evolved beyond its core purpose as a promotional tool, to complement and serve purposes and priorities of relevance and importance to wider university strategic aims. It briefly outlines elements of the course design and content, and the impact of the course over its six runs to date. It describes the steps taken to shape the evolution of the course including review, re-use of assets, use of the course in research, and its role as inspiration for a 'spin-off' course. It concludes by noting that one MOOC can provide rich and varied opportunities to enhance and support areas which are key priorities in UK higher education institutions. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
A Role-Reversal Model of Telecollaborative Practice: The Student-Driven and Student-Managed &quot;FloCo&quot;
Author: Lloyd, Elwyn
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teacher Role,Language Teachers,Student Role,Foreign Countries,Honors Curriculum,Undergraduate Students,College Faculty,Intercultural Communication,International Educational Exchange,Teacher Education,Student Placement,Computer Mediated Communication,Student Attitudes,Teacher Attitudes,Spanish,Program Descriptions

This paper, based both on a talk given at the BMELTT symposium in June 2017 and one given at the UNICollaboration conference held in Krakow in April 2018, reports on &quot;FloCo&quot; (Florida Universitària/ Coventry University), a telecollaborative project where the roles of teacher and student were reversed. A student from Coventry University (CU), studying on a Bachelor of Arts Honours in English and TEFL (Teaching English as a Foreign Language), obtained a third year placement to teach English in Spain at Florida Universitària (FU) in València. The student had taken part in the online intercultural exchange &quot;MexCo,&quot; between Coventry and Mexico, in her first year at university, and decided to set up a similar exchange between the class of students she was teaching in Spain and Year 1 students on Spanish degrees at CU. The shared 'expert student'/staff reflections on the project are reported here and compared with the outcomes of related online intercultural exchanges (e.g. &quot;MexCo&quot; and &quot;CoCo&quot;). [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
Mobile Assistance for Personal Learning on a Massive Scale
Author: Kukulska-Hulme, Agnes
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Immigrants,Refugees,Artificial Intelligence,Second Language Learning

Despite efforts to increase participation in education across the globe, it remains an inaccessible right for millions of children and adults. Mobile learning, and specifically 'mobile assistance', can provide personal support to learners when teachers are scarce or learners have pressing individual goals. MASELTOV was a project which implemented mobile assistance for migrants, comprising a suite of smartphone tools and services for orientation in a new environment and everyday language learning. Experiences gained from this project invite reflection on what are the unique qualities of teachers and human assistance. As we enter a new era of pervasive applications of artificial intelligence (AI), there are concerns that AI will encroach on the territory of the teacher. However, it is possible that intelligent assistants can be designed and used in such a way that they complement and enhance what human teachers are uniquely able to do. It is important to ask how less developed societies will be included in these advancements. The answer can emerge from greater clarity around the nature and capabilities of mobile and intelligent assistance. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
MOOCs as a New Technology: Approaches to Normalising the MOOC Experience for Our Learners
Author: Bax, Stephen
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Online Courses,Second Language Learning,Second Language Instruction,Educational Experience,Open Universities,Spanish,Italian,Teaching Methods,Computer Assisted Instruction

MOOCs (Massive Open Online Courses) are currently in favour as a mechanism for 'delivering education' on a massive scale, including language education. However, when viewed as a new educational 'technology', they have arguably not yet reached the stage of normalisation (Bax, 2003) at which they might be most productive. This paper examines the current landscape with regard to language learning MOOCs, drawing on a number of successful Open University projects in Spanish and Italian. It looks critically at where MOOCs seem to be potentially most valuable, and also at aspects of the experience which seem to have impeded normalisation. The paper will conclude by looking at how language MOOCs might develop in the years ahead. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
Maximizing the College Choice Process to Increase Fit &amp; Match for Underserved Students. Research to Practice Brief
Author: Cochran, Tiffane
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Choice,Low Income Groups,First Generation College Students,Minority Group Students,Barriers,Access to Education,Student Needs,At Risk Students,College Readiness,Teacher Role,Advocacy

Low-income, first-generation, and minority students often face a range of challenges in the college choice process that prevent them from attending colleges and universities that are a good fit and match for their needs. As a result, such students are less likely to persist and graduate after enrolling in college. This &quot;Research to Practice&quot; brief synthesizes scholarly research on college choice, fit and match, features an interview with the &quot;National College Advising Corps,&quot; and serves as a tangible resource to practitioners working to improve student success and retention in college. [The practitioner interview was conducted by Carrie Warick.]
OIL for English for Business: The Intercultural Product Pitch
Author: Preshous, Andrew
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,International Trade,Marketing,Foreign Countries,International Cooperation,Program Descriptions,Intercultural Communication,Computer Simulation,Cultural Awareness,Management Systems,English (Second Language),Second Language Learning,Computer Mediated Communication,Feedback (Response),International Educational Exchange,Asians,Foreign Students,Work Environment,Business Communication,Qualitative Research,Semi Structured Interviews,Questionnaires

The Intercultural Product Pitch OIL (Online International Learning) Project set out to broaden the international experience for a small cohort of undergraduate students by enabling them to collaborate on a series of activities that would raise intercultural awareness and improve key communication skills. The project involved collaboration between International Business and Marketing students based in the UK and students from institutions in Belgium and Finland. This paper describes the key stages of this OIL project, highlighting how it can enhance students' global learning experience. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
Best Practices for Data Destruction
Author: Privacy Technical Assistance Center (PTAC) (ED)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Best Practices,Information Management,Information Security,Data,Information Technology,Privacy,Confidentiality,Student Records,Legal Responsibility,Educational Legislation,Parent Rights,Information Storage

Educational agencies and institutions increasingly collect and maintain large amounts of data about students in order to provide educational services. Some data, like students' transcript information, may need to be preserved indefinitely. Other student information will need to be preserved for a prescribed period of time to comply with legal or policy requirements governing record retention, then will need to be destroyed once those time periods have elapsed. But a large amount of student information--some of which may still be highly sensitive--may become unnecessary or irrelevant the moment a student graduates or otherwise leaves the school, and can be destroyed immediately. Similarly, third parties providing services to a school or district, or conducting research or evaluations for a state or local educational agency, are often authorized to receive and use student data, but are typically required (either by law or by contract provisions) to destroy the student data when it is no longer needed for the specified purpose. In most of these cases, merely deleting a digital record or file will be insufficient to destroy the information contained therein--as the underlying digital data are typically preserved in the system, and can often be &quot;undeleted.&quot; Specific technical methods used to dispose of the data greatly impact the likelihood that any information might be recovered. This document provides an overview of various methods for disposing of electronic data, and discusses how these methods relate to legal requirements and established best practices for protecting student information. A list of additional resources and a glossary are included.
Understanding Learner Autonomy through MOOC-Supported Blended Learning Environments: An Investigation into Chinese MA ELT Students&apos; Beliefs
Author: Jiao, Yan
Date: 2018-00-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Online Courses,Teaching Methods,English (Second Language),Language Teachers,Masters Programs,Graduate Students,Student Attitudes,Video Technology,Recall (Psychology),Teacher Education,Applied Linguistics,Microteaching,Independent Study,Personal Autonomy,Semi Structured Interviews,Teaching Experience,Asians,Foreign Countries,Online Surveys,Open Education,Futures (of Society),Student Centered Learning

This short paper attempts to investigate how the FutureLearn Massive Open Online Course (MOOC) blend, integrated into the module Theories, Methods, and Approaches of Language Learning and Teaching on the Master of Arts (MA) in English Language Teaching and Applied Linguistics at Coventry University, affected Chinese MA students' perceptions of learner autonomy and their teaching practice. The findings are supported by the data collected from an online survey, individual semi-structured interviews, and Video Stimulated Recall (VSR) interviews based on microteaching practices carried out by participants for the module Teaching English in Higher Education. The study identified a gap between experienced teachers' theoretical beliefs on learner autonomy and their microteaching practice, which could be influenced by their prior teaching experience in the traditional teacher-centred Chinese educational context. [For the complete volume, &quot;Flipping the Blend through MOOCs, MALL and OIL--New Directions in CALL,&quot; see ED585277.]
Integrated Data Systems and Student Privacy. PTAC-IB-4
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Privacy,Information Systems,Database Management Systems,Program Evaluation,Educational Research,Educational Administration,Information Utilization,Best Practices,Compliance (Legal),Information Management,Information Policy,Governance,Access to Information,Student Rights,Parent Rights,Educational Legislation,Student Records,Disabilities,Equal Education,Federal Legislation

Educational authorities and policymakers are increasingly focused on protecting student privacy while using data to inform program and policy decisions. Data from more than one government agency is often analyzed to more holistically inform these decisions. This has led to the development of integrated data systems (IDSs) that allow linkage of administrative data from multiple government agencies. IDSs can be used for multiple purposes; this document discusses how educational authorities can use an IDS for program evaluation and research, consistent with the Family Educational Rights and Privacy Act (FERPA) and privacy best practices. In some cases, an educational authority hosts the IDS (e.g., statewide longitudinal data system). The primary focus of this guidance, however, is on those cases in which an educational authority does not host the IDS.