ethanporcaro/eric-fulltext-meta huggingface dataset:
Idaho Charter Market Analysis: Exploring Growth Opportunities for Idaho Charter Schools
Author: Public Impact
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Charter Schools,Population Growth,Racial Composition,Population Trends,Elementary Secondary Education,Educational Demand,Access to Education,School Effectiveness,Public Schools

Idaho faces a twin challenge in the market for public school students. With only 40 percent of students proficient in math and 55 percent proficient in reading across all grades statewide, the state needs higher-quality schools to give all its students access to great educational options. Added to that, Idaho was the second-fastest-growing state over the past decade, with a 17.3 percent growth rate--an increase of more than 270,000 residents. This dramatic growth highlights an opportunity to explore the market for new, high-quality charter schools across Idaho. This statewide analysis seeks to understand the market opportunity for new Idaho charter schools in two ways: (1) a population growth projection analysis to estimate future growth in school-age populations in each county and the state overall; and (2) a quality seats analysis to identify areas in Idaho with the greatest need for high-quality school options. [This report was co-published by Bluum.]
Miami-Dade County Public Schools: 2020-2021 Student Performance in the International Baccalaureate Program. Research Brief. Volume 2102
Author: Gonzalez Hernandez, Vanessa
Date: 2021-10-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Public Schools,High School Students,Student Evaluation,Scores,Racial Differences,Ethnicity,Intellectual Disciplines,High School Graduates

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2020-2021. Over 2,900 assessments were completed by M-DCPS students in 29 subject areas in 2020-2021. The number of IB assessments completed in M-DCPS increased slightly from 2019-2020 to 2020-2021. Overall, the percentage of IB assessments receiving passing scores increased by two percentage points from 2019-2020 to 2020-2021. At the conclusion of the 2020-2021 school year, 93% of eligible M-DCPS students received IB diplomas, an increase of five percentage points from 2019-2020.
Transitioning to the Next Generation of Metadata: An Annotated Bibliography of Selected OCLC Research Hanging Together Blogs. OCLC Research Supplemental
Author: Smith-Yoshimura, Karen
Date: 2020-09-00
Type: Reference Materials - Bibliographies
Subjects: Metadata,Information Management,Library Services,Data,Libraries,Archives,Library Materials,Bibliometrics,Indexing,Personnel Needs,Library Personnel,Educational Opportunities,Independent Study,Labor Turnover

This annotated bibliography provides more details on the &quot;Hanging Together&quot; posts referred to in &quot;Transitioning to the Next Generation of Metadata&quot; (see ED617919), primarily summaries of discussions by the OCLC Research Library Partners Metadata Managers Focus Group in 2015-2020. The order of the sections matches that in the report, with the blog posts listed in reverse chronological order.
Policy Memo: Response to Delaware ESSA
Author: University of Delaware (UD), Partnership for Public Education (PPE)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,State Policy,Educational Policy,Educational Change,Equal Education,Diversity,Accountability,School Districts,Educational Improvement,Educational Assessment,Sustainability,Capacity Building,Universities,Partnerships in Education

The Every Student Succeeds Act (ESSA) affords a unique opportunity to rethink how Delaware has approached education reform and accountability in the past. It is an opportunity to make bold changes, to plan for sustainable and equitable change, and to capitalize on all of the assets that Delaware families, community organizations, businesses, and institutions of higher education have to offer. The University of Delaware Partnership for Public Education (PPE) represents the University's collective commitment to strengthening public education in Delaware, working to mobilize the University's research, educational, and public service resources and provide greater and more systematic coordination of diverse efforts in order to maximize support for education in Delaware. In the spirit of this work, PPE submits these comments and feedback to Secretary Godowsky, the Delaware Department of Education, and to the Governor's Advisory Committee. In this document, PPE shares feedback gathered from a range of committed faculty and professionals across multiple colleges, departments, and centers at the University of Delaware. The comments are organized by theme: (1) Diversity and Equity; (2) Research Evidence, Data, and Assessment; and (3) Sustainability and Capacity Building. Within each theme, some guiding principles for the plan are identified and specific feedback is offered on various sections and proposed policies. A list of contributors and resources within the University is then provided to further engage in the planning and implementation process of the Delaware ESSA plan.
OFLEBO, an Online Teacher-Training Programme for Teachers of French in Botswana as an Example of Professionalisation
Author: Kaome, Boingotlo Winnie
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: French,Oral Language,Faculty Development,Professionalism,Teacher Attitudes,Classroom Techniques,Foreign Countries,Action Research,Secondary School Teachers,Language Teachers,Second Language Learning,Second Language Instruction,Program Descriptions

Technology has influenced not only our everyday lives, but our education systems and the opportunities for teacher development. The introduction of information and communications technology has presented new training platforms to respond to the needs of the workforce. While traditional institutions have greatly impacted teachers, there are now other viable outlets through which many of the required 21st century skills, such as professionalism, can be satisfied. Our project &quot;OFLEBO&quot; is one such example, an online training tool targeting the teaching of oral skills for in-service teachers of the French language in Botswana. This area was chosen because of the teachers' admission on finding teaching oral skills a challenging task. This paper therefore aims to study the professionalisation of teachers through the &quot;OFLEBO&quot; project. Professionalisation as a process is continuous, and practice is its focus, therefore the aim is to inspire the evolution of classroom practices concerning the teaching of oral skills. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Capturing Potential Learning Sequences in Intercultural Interactions through Telecollaboration
Author: Madden, Oneil
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Cultural Awareness,Learning Processes,Second Language Learning,Second Language Instruction,English (Second Language),Videoconferencing,Foreign Countries,Computer Software,Undergraduate Students,French,Exchange Programs,Group Discussion,Computer Mediated Communication,Vocabulary Development,Syntax,Sequential Learning,Universities,Computer Assisted Instruction

Telecollaboration allows for students to develop foreign/second language competences linguistically, culturally, and interculturally. The use of platforms, such as WhatsApp and Zoom, is now more frequently exploited in foreign language education to ensure that a wider cross section of students, including Jamaicans, can develop global competences. This paper reports on Phase 4 of ClerKing, a six-week Franco-Jamaican telecollaborative project, which occurred between Applied Foreign Languages (AFL) students of English from University Clermont Auvergne (UCA), France, and students of various disciplines taking French courses in the Department of Modern Languages and Literatures at the University of the West Indies (UWI), Mona, Jamaica. Telecollaboration consisted in 45 participants of mixed ages and genders discussing different intercultural topics in groups. Using the exploratory approach, we seek to identify moments of Potential Learning Sequences (PLS). Preliminary findings show that PLS could be made apparent through vocabulary and syntax development, culture-specific knowledge, and negotiation of meaning. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
A Needs Survey of Overseas Irish Language Learners
Author: Connolly, Ronan
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Needs Assessment,Irish,Second Language Learning,Geographic Location,Electronic Learning,Profiles

The vast majority of endangered languages are expected to have vanished from community use within one to two generations (Lackaff &amp; Moner, 2016). One such language, Irish, may die out as a vernacular within a decade in the Irish-speaking regions of Ireland (Ó Giollagáin &amp; Charlton, 2015). However, there is growing interest in the Irish language overseas, particularly in the USA (Schwartz, 2020). In this study, a survey was conducted with 92 respondents to identify the needs of learners living outside of Ireland. The findings of this needs assessment suggest that overseas Irish learners would benefit from the provision of an online Irish language community that connects members through communicative and collaborative language activities. Positioned in the context of similar developments and innovations internationally (e.g. Henry, Carroll, Cunliffe, &amp; Kop, 2018), this research builds on existing literature in online sociocultural language learning. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Interaction Games to Boost Students&apos; Engagement in Foreign Language Virtual Exchanges: The Case of Virtual Worlds and Video-Communication
Author: Canto, Silvia
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Interaction,Game Based Learning,Learner Engagement,Second Language Learning,Computer Mediated Communication,Spanish,College Students,Computer Simulation,Intercultural Communication,Foreign Countries

Game-based learning is gaining popularity in language education. For the present study, three games were developed with a central focus on intercultural interaction to be played internationally in dyads or small groups using Video-Communication (VC) tools or a Virtual World (VW). The interactions were carried out in Spanish as a Lingua Franca (LF) between 32 university students over a period of three weeks. Different sources of data were gathered in order to study how games, played in an intercultural setting in VWs and VC, influence or not key affective variables in language learning. Initial results of the final questionnaires show that the interaction games did boost students' engagement in virtual exchanges, but results were more promising for the VC than the VW condition. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Context, Method, and Theory in CALL Research Articles
Author: Choubsaz, Yazdan
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Journal Articles,Educational History,Research Methodology,Technology Uses in Education,Teaching Methods,Learning Processes,Sociocultural Patterns,Learning Theories,Linguistic Theory,Research Reports

This paper is an initial report of the data analysis phase of a larger study that traces the evolution of Computer Assisted Language Learning (CALL). All published Research Articles (RAs) from four major CALL journals -- &quot;ReCALL,&quot; &quot;CALL,&quot; &quot;Language Learning &amp; Technology&quot; (&quot;LL&amp;T&quot;) and &quot;CALICO Journal&quot; -- from the very first issues to the end of 2019 were downloaded, sorted, and checked to form the final corpus of 426 highly cited RAs. The trends and themes (research contexts, research participants, and theoretical and methodological considerations of the RAs) were all recorded to see how CALL has evolved over time. Primary findings indicate that empirical studies where learners are physically or virtually involved in the process of technology-mediated language instruction dominate the field of CALL research. Authors resort to both quantitative and qualitative methodologies for data collection and analysis, though mixed-methods has gained more weight in the past two decades. Sociocultural theory stands over and above other theories in Second Language Acquisition (SLA) to frame CALL studies. The paper discusses these issues, and problems detected. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
The Challenges of Dynamic Teacher Training for a Short English for Academic Purposes Course When Using Multimodal Digital Platforms: A Case Study
Author: de Lima Guedes, Karla K.
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,English for Academic Purposes,Multimedia Materials,Technological Literacy,Language Teachers,Self Efficacy,Online Courses,Faculty Development,Models,Case Studies,Feedback (Response)

Despite the benefits of multimodal technology in the language classroom and common practice to introduce digital tools in language teaching, research has shown that many language teachers do not feel confident to engage with and create online multimodal learning resources and environments. This exploratory study examines data from five experienced English for Academic Purposes (EAP) teachers and discusses the dynamic challenges faced when training them to engage with multimodal teaching, learning, and assessment methods, such as digital learning, confidence and community building, and supporting them in creating multimodal learning resources. It also discusses the Dynamic Teacher Training model developed as a result of this experience to support teachers in developing the skills they needed to fully engage with the different digital teaching tools and teacher feedback on this. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Collaborative Skills in Language Courses: How to Support Pupils?
Author: Delforge, Carole
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Second Language Learning,Secondary School Students,Technology Integration,Technology Uses in Education

The aim of this study is to examine how collaborative skills can be developed among secondary school pupils using digital tools (Word online, Adobe Spark Video) in the language classroom. Several types of data were collected: semistructured interviews with teachers and learners, and observation of collaborative activities in the language classroom (video recordings, research log, observation notes, etc.). The case studies show different collaborative activities, which fall into three categories: coordination, articulation, and production. The analysis suggests that many factors can have an impact on collaboration between students, and this paper focuses on one in particular: digital tools. The findings revealed that digital tools can support collaboration if they meet the specific needs of the task (synchronous collaboration, asynchronous collaboration, or no collaboration) and its accessibility for the pupils (one tool for the group, one tool per student). Moreover, the analysis highlights the need to provide techno-pedagogical training (Stockwell &amp; Hubbard, 2013) to the pupils so that they are able to use the tool efficiently in collaborative activities. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Assessing Learners&apos; Needs for Practising Spoken Icelandic L2 with the Mobile App TALADU!
Author: Sissoko, Fanny
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Student Needs,Needs Assessment,Speech Communication,Indo European Languages,Second Language Learning,Handheld Devices,Educational Technology,Electronic Learning,Foreign Countries

This article presents results from a human-centred approach study to designing a mobile app TALAÐU!, which aims at assisting learners of Icelandic as a second language (L2) with spoken language practice. The main goal of the app would be to encourage learners to have real-life conversations with Icelandic speakers by accomplishing conversational missions. In the first stage of development, a qualitative deep-method needs study in the form of interviews was conducted with 19 migrants from 14 different countries, who permanently live in Iceland. Results indicated that learners have five core needs for practising spoken language: connection, confidence, clarity, growth, and convenience. Based on different learning styles and confidence in speaking rather than language ability, three main learner profiles were indicated: 'diving in', 'learning with caution' and 'dipping a toe'. Both the learners' needs and the profiles would drive the design of the learning app to personalise and maximise the learner experience with practising spoken L2. This human-centred study approach suggests an innovative strategy in designing a learning app for practising L2 in a specific language and culture environment. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Intelligent Personal Assistants and L2 Pronunciation Development: Focus on English Past -ed
Author: Moussalli, Souheila
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Artificial Intelligence,Second Language Learning,Pronunciation Instruction,English (Second Language),Phonological Awareness,Morphemes,Student Attitudes

This study investigates an Intelligent Personal Assistant's (IPA) ability to assist English as a Second Language (ESL) learners in developing their phonological awareness, perception, and production of the allomorphy in regular past tense marking in English (e.g. talk[t], play[d] and add[?d]). The study addresses the following questions: Can the pedagogical use of IPAs improve learners' pronunciation of -ed allomorphy in terms of phonological awareness, perception, and production? What are learners' attitudes toward IPAs? The results suggest that participants improved in their ability to articulate their phonological awareness regarding the target form, and that their attitudes toward the technology was positive in terms of the four measures adopted to assess their experience (i.e. learnability, usability, motivation, and willingness to use). We discuss these findings and emphasize the pedagogical potential of IPAs for the development of L2 pronunciation, as well as their ability to personalize learning and consequently extend the reach of the language classroom. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Student Evaluation of Teachers&apos; Pedagogical Skills during the First COVID-19 Period
Author: Hatipoglu, Çiler
Date: 2021-12-13
Type: Speeches/Meeting Papers
Subjects: Student Evaluation of Teacher Performance,Teaching Skills,COVID-19,Pandemics,Foreign Countries,Computer Literacy,High School Students,College Students,Electronic Learning

With the COVID-19 outbreak at the beginning of 2020, many language teachers worldwide who were successfully implementing face-to-face teaching had to abruptly switch to online education, which was not something they were trained for or had experience with. Were they successful? The present study asked students from Turkey (TUR), Poland (POL), the Republic of North Macedonia (RNM), and Bosnia and Herzegovina (B&amp;H) to evaluate their teachers' professional adaptation and success during the first emergency online teaching semester. The results of the study showed that there were important similarities in the ways students in the examined four countries approached and evaluated the level of professionalism of their teachers in the first COVID-19 period regarding their teachers' computer literacy, online teaching skills, creation of materials appropriate for online teaching. [For the complete volume, &quot;CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021),&quot; see ED616972.]
Building Youth Preparedness and School Safety Capacity by Integrating Educational Initiatives. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Readiness,Skill Development,School Safety,Adolescents,Youth Programs,Health,Students with Disabilities,COVID-19,Pandemics,Emergency Programs,Capacity Building,Student Empowerment,STEM Education,Vocational Education,Art Education,Career Readiness,School Security,Social Development,Emotional Development

Youth preparedness is all about teaching and training children and youth those skills that help them to be actively engaged in school safety every day and to be ready to jump in during and after emergencies. This Ready.gov article highlights several instances of how teens involved in Youth Preparedness Councils across the country stepped up to support their families, school communities, and communities. Some examples include youth developing and facilitating a Webinar on vaccines, conducting Stop the Bleed and cardiopulmonary resuscitation (CPR) classes for the community, creating preparedness trainings for students with disabilities, and establishing a nonprofit that provided study guides in exchange for donations to help people affected by COVID-19.
Implementing the National Incident Management System (NIMS): Practitioner-Oriented Strategies for Education Agencies. Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: School Safety,Emergency Programs,Management Systems,Readiness,Federal Programs,School Security,Planning,Program Implementation

The National Incident Management System (NIMS) is part of the National Preparedness System and supports the National Response Framework. NIMS puts forth a systematic approach to collaborating across disciplines and all levels of government to prevent, protect against, mitigate, respond to, and recover from threats and hazards that impact the community. This fact sheet provides and overview of NIMS; explores the important role it plays in school safety, security, emergency management, and preparedness (school safety); discusses how it can be integrated with planning; and offers practitioners tips for supporting its implementation with community partners.