ethanporcaro/eric-fulltext-meta huggingface dataset:
Crosscutting Literature on STEAM Ecosystems, Expectancy Value Theory, and Social Emotional Learning: A Metadata Synthesis. Research Report. ETS RR-18-33
Author: Rikoon, Samuel
Date: 2018-12-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Ecology,Expectation,Social Development,Emotional Development,Learner Engagement,Learning Motivation,Academic Persistence,Academic Achievement,Disproportionate Representation,Minority Group Students,Learning Theories

In this report, we describe the initial stages of a crosscutting research effort to characterize literature reviewed across 8 different projects--each with objectives aligned toward improving student engagement in science, technology, engineering, arts, and mathematics (STEAM) fields. These projects sought to identify malleable factors (e.g., motivation, persistence) that could potentially be fostered to improve achievement motivation and build participation among historically underrepresented learners in STEAM pathways. Focusing on both the extent to which different broad and facet-level constructs are both discussed and assessed in a diverse pool of literature, we developed a standardized reporting structure and catalogued detailed information on 236 unique references. We found that, as a proportion of the number of times constructs in the STEAM, expectancy value (EV) theory, and social emotional learning (SEL) spaces were discussed in the reviewed literature, they were assessed relatively infrequently. We also found high levels of overlap in the literature across the above 3 focal areas, highlighting both the need to document new assessments designed to support STEAM engagement and an opportunity to use them to evaluate expectancy value theory as a holistic model.
Teaching Language, Promoting Social Justice: A Dialogic Approach to Using Social Media
Author: Anwaruddin, Sardar M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Social Media,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Democracy,Barriers,Dialogs (Language),Scaffolding (Teaching Technique),Critical Thinking,Technological Advancement,Political Attitudes,Social Attitudes

The article is concerned with teaching language by utilizing social media from a social justice perspective. It makes an argument for taking a dialogic approach to pedagogy based on serendipity and contingent scaffolding. The article is inspired by a small but growing body of literature known as Critical Computer-Assisted Language Learning. First, I provide a brief introduction to Computer-Assisted Language Learning, and its recent turn toward a critical approach. Then, I discuss social media, and what &quot;social&quot; means when it precedes the word &quot;media.&quot; Next, I describe how social media are being used in language education, and why the dominant methods of use may not prepare language learners as justice-oriented democratic citizens. A key barrier I identify in this regard is media users' increasing ability to filter what they want to see and hear. To re-think the pedagogical uses of social media, I draw from Mikhail Bakhtin's works and propose a dialogic approach, which may be helpful for language teachers and teacher educators.
The Validity of Inferences from Locally Developed Assessments Administered Globally. Research Report. ETS RR-18-35
Author: Oliveri, María Elena
Date: 2018-12-00
Type: Journal Articles
Subjects: Scores,Scoring,Higher Education,College Students,Foreign Countries,Global Approach,International Cooperation,Cultural Relevance,International Assessment,Test Validity,Student Mobility,Cultural Influences,Language Usage,Student Diversity,Generalization,Evaluation Methods

In this paper, we first examine the challenges of score comparability associated with the use of assessments that are exported. By exported assessments, we mean assessments that are developed for domestic use and are then administered in other countries in either the same or a different language. Second, we provide suggestions to better support their valid and fair use. We illustrate these issues in the context of higher education assessments that are designed to serve different purposes--inform admissions decisions and assess student learning outcomes within one country (e.g., the United States) that are later used in other countries. In higher education, the use of exported assessments is on the rise due to increases in globalization, student mobility, and cross-national comparisons of student achievement. An increase in the use of exported assessments leads to more diverse test-taker populations and requires special attention due to possible sources of construct-irrelevant variance, which may threaten the score-based inferences made for various populations. Irrelevant sources of variance may emerge due to differences in opportunity to learn, curricular exposure, and lack of familiarity with the cultural references used in the assessments that are exported.
&quot;This May Create a Zero-Lingual State&quot;: Critical Examination of Language Ideologies in an English Learning Blog
Author: Song, Rayoung
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Electronic Publishing,Korean,Language Attitudes,Language Usage,Computer Mediated Communication,Foreign Countries,Cooperative Learning,Ethnography,Computer Simulation,Monolingualism,Web Sites,Korean Americans,Bilingualism,Code Switching (Language),Videoconferencing

Given the importance of the blogosphere for autonomous language learning, many studies on computer-assisted language learning (CALL) have vigorously investigated the use of blogs in language learning. Noticeably lacking in these endeavors are investigations of language learners' social engagement with others in online spaces to define and negotiate their own meanings of language and language learning. To fill this gap, this study investigated the language ideologies disseminated in a Korean blog that has become a collaborative online English-learning community. Focusing on this blog owner's ideas and her followers' responses, I explored the language ideologies disseminated and negotiated in conversations on language learning and using. This is part of a larger virtual ethnographic study. I analyzed online posts and comments using Gee's situated meanings. Findings suggest that the Korean bloggers subscribe to monolingual ideologies because they are acutely aware of the ideological contexts in Korea surrounding English and are critical about their own language learning and using practices. The current study asserts that the blogosphere can create opportunities for language learners to contest existing knowledge and voice their opinions on issues that matter to them as language learners and members of a society
College Access Program Alumni Reflect on Their Experiences in the Program and Its Impact on Their Skills and College Outcomes. Research Report. ETS RR-18-06
Author: Millett, Catherine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Preparation,Low Income Students,High Achievement,High School Students,Program Effectiveness,Alumni,Social Development,Emotional Development,College Admission,Admission Criteria,Student Financial Aid,College Attendance,College Graduates,Selective Admission,Access to Education,Minority Group Students,Cultural Capital

An evaluation of the Princeton University Preparatory Program (PUPP), a college access program for low-income and high-achieving public high school students, yielded favorable findings regarding the perceptions of program alumni. PUPP Alumni Survey respondents (N =126) reported that PUPP had positively impacted their development of academic and social-emotional skills and their knowledge of college admissions and financial aid application processes and that they attended and graduated from college, including selective colleges, after completing PUPP. Some PUPP alumni believe that the program made college attendance a reality for them, while others believe PUPP enabled them to attend a more selective college than they otherwise would have. Although alumni were not immune from continued challenges, both financial and academic, during college, they tended to attribute their college enrollment and graduation successes at least in part to the personalized supports and resources PUPP provided.
Parents&apos; Insights on Their Perceptions of and Their Children&apos;s Experiences in a College Access Program. Research Report. ETS RR-18-05
Author: Millett, Catherine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Attitudes,College Preparation,Access to Education,Low Income Students,High Achievement,High School Students,Program Effectiveness,Student Development,Paying for College,Student Financial Aid,Public Schools,Minority Group Students,High School Graduates,College Bound Students,Selective Admission

This report summarizes the findings of focus groups conducted with parents of former and current participants in the Princeton University Preparatory Program (PUPP), a college access and preparation program for low-income and high-achieving students attending public high schools in Princeton, New Jersey, and its surrounding communities. Conducted as part of the evaluation of PUPP by Educational Testing Service, the parent focus groups provided insights into the perceptions parents have of PUPP, its impacts on their children, and their suggestions for programmatic improvements. Findings suggest that parents perceived that PUPP prepared their children for academically rigorous environments and supported the development of their social-emotional skills. Parents also praised PUPP's assistance with the college and financial aid application processes but noted that their children continued to face financial challenges despite receiving sizeable aid packages. Overall, parents would like to see PUPP expanded to serve more students in more public high schools.
The Experts Weigh In: High-Achieving, Low-Income Students Reflect on Their Experience in and the Impact of a College Access Program. Research Report. ETS RR-18-04
Author: Millett, Catherine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Preparation,Access to Education,High School Students,College Bound Students,Higher Education,Low Income Students,High Achievement,Student Attitudes,Program Effectiveness,Social Development,Emotional Development,Knowledge Level,College Applicants,Cultural Awareness,Social Networks,Student Financial Aid,Minority Group Students,High School Graduates,Selective Admission,Cultural Capital

An evaluation of the Princeton University Preparatory Program (PUPP), a college access program for low-income, high-achieving public high school students, yielded favorable findings regarding the perceptions of program participants. Survey results, which include responses from all 71 participants in the 2015-2016 program, indicated that the participants perceived the program as positively impacting their academic and social-emotional skills, increasing their knowledge of the college application process, broadening their pool of target colleges, and exposing them to new arts and cultural experiences, as the program is intended to do. Scholars' responses also highlight the strength of the PUPP community and social network and confirm that PUPP is helping some scholars to address personal and financial challenges that could prevent them from participating in educational experiences such as PUPP. Findings also highlight the PUPP academic enrichment program as a possible area for growth.
The Resegregation of Public Schools? &quot;Examining Parents&quot; Involved in Practice
Author: De Voto, Craig
Date: 2018-01-14
Type: Journal Articles
Subjects: School Resegregation,Public Schools,Court Litigation,Urban Schools,School Districts,High Schools,Selective Admission,Racial Bias,High School Students,African American Students,Asian American Students,Enrollment,Minority Group Students,Access to Education,School Desegregation,Racial Segregation,Racial Integration,Politics of Education,Student Placement

This study investigated the efficacy of race-neutral student assignment policies following the 2007 Supreme Court decision in &quot;Parents Involved&quot;. Highlighting one urban school district--Chicago Public Schools--we examined differences in racial composition at their elite, &quot;selective enrollment&quot; high schools before and after voluntary race -based policies became unconstitutional. Using repeated measures ANOVA, we found the transition from racial to socioeconomic criteria have resegregated these schools--significantly reducing African- and Asian-American enrollment. We argue the Supreme Court's decision to strike down voluntary race-based student assignment policies has contributed to local policy changes for urban districts like Chicago, reducing minority access and opportunity
A Critical Look at the Bigger Picture: Macro-Level Discourses of Language and Technology in the United States
Author: Hellmich, Emily A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Information Technology,Discourse Analysis,Reports,Competition,Neoliberalism,Cultural Awareness,Enrichment,National Security,Educational Technology,Commercialization,Economic Development,Heritage Education,Social Differences,Access to Education,Educational Practices,Teaching Methods,National Organizations

Despite its numerous benefits and potentialities for language learning and teaching, digital technology can also play a role in creating and maintaining inequality. While critical CALL often focuses on micro-level issues and contexts, macro-level perspectives, including discourses, are also essential to consider: From ecological and language-as-discourse perspectives, macro-level discourses have the potential to impact and shape CALL practices and contexts. Using critical discourse analysis methods, this article takes the 2017 American Academy of Arts and Sciences (AAAS) report, &quot;America's Languages: Investing in Language Education for the 21st Century,&quot; as a window into macro-level discourses of language and technology in American society today. Findings reveal a series of interrelated frames and scales that, taken together, suggest a neoliberal discourse that positioned language, technology, and ultimately CALL as tools to enhance national competitiveness on a global marketplace. The article concludes with implications of these findings for the CALL field.
Modeling Growth with Adaptive Longitudinal Large-Scale Assessments. Research Report. ETS RR-18-34
Author: Qian, Jiahe
Date: 2018-12-00
Type: Journal Articles
Subjects: Growth Models,Longitudinal Studies,Item Response Theory,National Surveys,Reading Tests,Middle School Students,High School Students,Adaptive Testing

The 2-parameter logistic multidimensional item response theory (MIRT) model was employed to model growth for the National Education Longitudinal Study of 1988 (NELS:88). The 3 measurement waves of NELS:88 (base year, first follow-up, and second follow-up) represented 3 dimensions.The inquiry aimed to improve modeling performance growth based on examinees' responses to the test items in each wave, with item location parameters set to be invariant across the 3 waves (instead of using item changes) and the latent mean of the first wave set to 0. The yielded scores of 3 waves were thus placed on approximately the same scale; the changes of the scores across waves could be measured. Moreover, the growth models for longitudinal data were improved by using auxiliary information such as gender, race, school location, and parents' education. In the study, the results of the growth pattern were compared with those yielded by the Embretson models.
Administrators&apos; Unintentional Sensegiving and System Reform Outcomes
Author: Wong, Lok-Sze
Date: 2019-01-14
Type: Journal Articles
Subjects: Administrators,Educational Change,Outcomes of Education,Educational Opportunities,Educational Policy,Leadership Training,Program Implementation,Leaders,Longitudinal Studies,Elementary Schools,Elementary Education

One popular diagnosis for the problem of inequitable educational opportunities is the need for schools and schooling systems to undergo systemic change. While research shows that leadership support is essential for implementing system reforms, critical questions remain about how leaders help shift other's understandings and practices. Employing the theory of sensegiving, this longitudinal, multiple-case study examines how administrators help teachers and other administrators make sense of a system reform during the first two years of implementation. I found that administrator's unintentional sensegiving complicated others' understandings of the new system reform, which complicated implementation. Based on these findings, I introduce the concept of &quot;unintentional sensegiving&quot; to theorize how leaders can give sense in ways they do not intend, yet have large impacts on how others understand and respond to a reform. Before championing a system reform, leaders deserve opportunities to (a) become familiar with the details of that reform and system reforms in general; (b) carefully study their existing systems, including their local contexts, and consider what dynamics might be created when they implement the new reform; (c) explore how their existing systems could shift to match the design of the system reform; and (d) practice drawing on their wells of knowledge to help others shift their understandings about their practice.
Playing by Their Rules: Why Issues of Capital (Should) Influence Digital Game-Based Language Learning in Schools
Author: Blume, Carolyn
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Games,Teaching Methods,Social Capital,Access to Education,Equal Education,Educational Attitudes,Sociocultural Patterns,Self Concept,Social Differences,Socioeconomic Status,Personal Autonomy,Independent Study,Information Technology

While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate beliefs about digital gaming to generate skepticism of gameplaying among many educators. Their devaluation of digital game-based language learning (DGBLL) has implications for language learning, not just in terms of skills and attitudes, but in regard to the development of linguistic capital. The purpose of this article is to use the concept of habitus to examine the reasons why educators marginalize DGBLL and the implications of such pedagogic decisions on the development of linguistic capital. Given the emergent empirical base, this contribution adopts a theoretical approach to contextualize observed trends. The article concludes by discussing the importance of teacher-mediated DGBLL for reasons of access and equity before recommending ways of integrating DGBLL to achieve these goals.
Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners&apos; Knowledge and Skills. Policy Information Report and ETS Research Report Series No. RR-18-36
Author: Ackerman, Debra L.
Date: 2018-00-00
Type: Journal Articles
Subjects: English Language Learners,Kindergarten,School Readiness,Knowledge Level,Preschool Teachers,Preschool Children,Language Proficiency,Student Evaluation,Student Needs,Test Validity,Test Reliability,Test Construction,Screening Tests,Scoring Rubrics

In this report I share the results of a document-based, comparative case study aimed at increasing our understanding about the potential utility of state kindergarten entry assessments (KEAs) to provide evidence of English learner (EL) kindergartners' knowledge and skills and, in turn, inform kindergarten teachers' instruction. Using a sample of 9 purposely selected state KEAs and their respective policies, the focus of the study was to what extent these measures contain items that are specific to ELs, allow or mandate the use of linguistic accommodations, and have policies on KEA assessor or observer linguistic capacity. Also of interest was the degree to which research supports the use of these measures with EL students. The study's results suggest that the 9 sample KEAs represent 3 different profiles along a less-to-more continuum of EL-specific content, linguistic accommodations and assessor/observer linguistic capacity policies, and EL-relevant research. These results have implications for policymakers who are tasked with selecting or developing a KEA aimed at informing kindergarten teachers' instruction as well as the future research to be conducted on KEAs designed for this purpose.
Does the Time between Scoring Sessions Impact Scoring Accuracy? An Evaluation of Constructed-Response Essay Responses on the &quot;GRE&quot;® General Test. Research Report. ETS RR-18-31
Author: Finn, Bridgid
Date: 2018-12-00
Type: Journal Articles
Subjects: Intervals,Scoring,Accuracy,Essay Tests,College Entrance Examinations,Graduate Study,Time,Conceptual Tempo,Evaluators,Interrater Reliability,Predictive Validity

This report investigates whether the time between scoring sessions has an influence on operational and nonoperational scoring accuracy. The study evaluates raters' scoring accuracy on constructed-response essay responses for the &quot;GRE&quot;® General Test. Binomial linear mixed-effect models are presented that evaluate how the effect of various predictors, such as time spent scoring each response, days in a scoring gap, and number of consecutive days of scoring, relate to scoring accuracy. Results suggest that for operational scoring, the number of days in a scoring gap has a negative influence on performance. The findings, as well as other results from the models, are discussed in the context of cognitive influences on knowledge and skill retention.