ethanporcaro/eric-fulltext-meta huggingface dataset:
Associations between High School Students&apos; Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands. Appendixes. REL 2021-102
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-07-00
Type: Reports - Research
Subjects: High School Students,Social Development,Emotional Development,Competence,Academic Achievement,Student Behavior,College Students,Emotional Response,Interpersonal Competence,Decision Making,Grade 11,Grade 12,Self Management,Student Development,Self Efficacy,Student School Relationship,Grade Point Average,Attendance,Beliefs

The &quot;Associations between High School Students' Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands&quot; study addressed the need expressed by education stakeholders in the Commonwealth of the Northern Mariana Islands to better understand their high school students' social-emotional competencies and how those competencies might be associated with students' academic and behavioral outcomes in high school and college. Social-emotional competencies refer to the knowledge, beliefs, and behaviors that help students recognize and manage their emotions, build positive relationships, and make responsible decisions. The study found that high school students and high school students who went on to attend Northern Marianas College scored highest in self-management and lowest in self-efficacy. High school students with higher growth mindset or self-efficacy scores had higher high school grade point averages and grade 10 ACT Aspire math and reading scale scores. Higher self-efficacy scores were also associated with fewer days absent from high school. Students with higher social awareness scores had lower high school grade point averages. Among the high school students who went on to attend college at Northern Marianas College, higher growth mindset scores were associated with higher first semester college grade point averages, after student characteristics were controlled for. None of the four other social-emotional competency domains was associated with any of the college academic or behavioral outcomes. This document presents the following four appendixes that accompany the study: (1) About the study; (2) Methods; (3) Supporting analysis; and (4) Supplementary analyses. [For the full report, see ED613878. For the Study Snapshot, see ED613880. For the Study Brief, see ED613879.]
Spotlight on VET: Portugal
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Labor Needs,Job Skills,Job Training,Competence,Secondary Education,Postsecondary Education,Higher Education,Adult Education,Educational Policy,Educational Change,Access to Education,Lifelong Learning,Employment Level,Dropouts

The current vocational education and training (VET) system in Portugal is the result of a 2007 large-scale reform, which reorganised VET into a single system (Sistema Nacional de Qualificações, SNQ). The main objectives of the SNQ are to ensure that VET qualifications better match labour market needs, promoting the competitiveness of enterprises, and to reinforce the recognition, validation and certification of competences (RVCC). It also aims to guarantee scholarly and professional progression of citizens in 43 sectoral areas of education and training. Key principles of VET provision are the wide range of programmes accessible to young people and adults, the link between VET provision and labour market needs, and flexibility in type and duration of programmes for adults. In the current economic context, where the socioeconomic effects of the pandemic crisis are apparent, VET should be a crucial tool in fostering employability, social inclusion and the development of the economy.
Developing an Online Course on Virtual Exchange for Teachers: A Reflection on the Design and Implementation
Author: Konstantinidis, Angelos
Date: 2019-11-30
Type: Speeches/Meeting Papers
Subjects: Online Courses,Virtual Classrooms,Cooperative Learning,Masters Programs,Language Teachers,Professional Development,Instructional Design,Learning Modules,Course Objectives,Course Descriptions,Course Evaluation,Reflection,Foreign Countries

Virtual Exchanges (VEs) are flourishing yet there are still few courses in higher education that offer in-service teachers the fundamental theoretical and practical knowledge necessary to organize and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on VEs in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney &amp; Reeves, 2012), the process of design and development of an online master's course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and principal course aims and learning outcomes, and the syllabus and assessment tasks are then reviewed. Course evaluation throughout the years is briefly reported as well as other outcomes. The results are positive overall both in terms of how students evaluated the course and the competences they acquired, although a couple of limitations are recognized. The study concludes with a reflection on the process of course design and the challenges faced. [For the complete volume, see ED609298.]
Fostering Critical Thinking and Motivation through Digital Escape Rooms: Preliminary Observations
Author: Stephens de Jonge, Julie
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Student Motivation,Computer Simulation,Problem Solving,Game Based Learning,Second Language Learning,Spanish,English (Second Language),Foreign Countries,Intercultural Communication,Communication Skills,College Students

This paper reports our preliminary observations of a pilot project carried out from February to April 2019 with a group of students learning Spanish at the University of Central Missouri and students learning English at the University of León. The project combines challenging escape room activities with intercultural and interlinguistic interaction in a virtual exchange. Students learned of the premise of the activity through a video that set the context in a dystopian future with an authoritarian dictator who had hidden and controlled access to knowledge. The contextual narrative also explained that a hacker was leaking information that the students could retrieve. Therefore, they needed to collaborate with their partners in order to save the world by solving different types of enigmas that involved knowledge about geography, culture, and language. In addition to these problem-solving activities, they were also required to discuss cultural topics and comment on different habits, traditions, and stereotypes. This combination might enhance the students' motivation, foster their communication skills, and help them develop critical thinking skills and learn more about each other's language, country, and culture. [For the complete volume, see ED609298.]
Ready from the Start: Identifying and Supporting At-Risk Ninth Graders from Their Earliest Days in High School. Starting Strong: A Research Series on the Transition to High School
Author: Slaughter, Austin
Date: 2018-07-00
Type: Reports - Research
Subjects: High School Students,Grade 9,At Risk Students,Potential Dropouts,Dropout Prevention,Identification,Student Characteristics,Predictor Variables,Intervention,Grade 8,Grade Point Average,Attendance Patterns,Suspension,Grades (Scholastic),Racial Differences,Gender Differences

Ninth grade is a critical juncture for students--and can be a jarring transition. Even students a strong track record in the middle grades can experience academic difficulty, and those who enter high school with poor course grades, weak attendance, or behavior problems are especially at risk. An early misstep can have lasting implications: students who fall off track at the beginning of the school year may find it difficult to recover, and ninth graders who fail to earn the required number of academic credits are at elevated risk of dropping out. To support their most vulnerable students, high schools first need to identify them. This report uses eighth-grade student record data from two cohorts of first-time ninth graders (2015-16 and 2016-17) in the School District of Philadelphia (SDP) to examine which student characteristics are most predictive of falling off track in ninth grade. With this information, schools can use middle grades data to identify their most at-risk ninth graders--and intervene to help them start strong in high school.
Present from the Start: Ninth Grade Attendance Patterns in Philadelphia, 2015-2017. Starting Strong: A Research Series on the Transition to High School
Author: Wills, Ted
Date: 2019-04-00
Type: Reports - Research
Subjects: High School Students,Grade 9,Attendance Patterns,Academic Achievement,Learner Engagement,Predictor Variables,Truancy,Incidence,School Districts,Cohort Analysis

School learning starts with school attendance. Students need to be in school to receive instruction and learn from their teachers and peers. When schools have high rates of poor attendance, their academic achievement levels suffer. Ninth grade is a critical juncture that comes with increased student autonomy -- and new pitfalls, including the potential for disengagement. Students are often held to increasing academic expectations that put more of the responsibility in their own hands. If students react by disengaging from school, their academic futures could be in danger. The School District of Philadelphia (SDP) found that the stronger a student's ninth grade attendance, the more likely that he or she will graduate on time. But in a long school year, when should schools start paying attention to student attendance? In this report, the authors study attendance patterns of first-time SDP ninth graders during the 2015-16 and 2016-17 school years. They examine the spread of overall attendance rates in these two student cohorts, patterns over the course of their ninth grade year, and how those patterns differ for students with different levels of academic achievement.
Getting on Track to Graduation: Ninth Graders&apos; Credit Accumulation in the School District of Philadelphia, 2015-2017. Starting Strong: A Research Series on the Transition to High School
Author: Crofton, Molly
Date: 2018-05-00
Type: Reports - Research
Subjects: High School Students,Grade 9,Credits,Graduation Requirements,School Districts,Definitions,Graduation Rate,Student Characteristics,Benchmarking,Progress Monitoring,Gender Differences,Racial Differences,Special Education,Special Needs Students,Low Income Students

Ninth grade is a critical juncture for students. Students who make a good transition to high school are likely to graduate within four years. Those who do not--who fail to earn as many credits as they should in ninth grade--face an elevated risk of dropping out of high school. To understand how well they are supporting ninth graders, more school districts are defining what students must have accomplished at the end of the first year of high school to be considered on track to graduation. In 2018, the School District of Philadelphia (SDP) established a new Ninth Grade On-Track Definition. To be considered on track to graduation, a student completing the first year of high school must have earned at least one credit in each core subject (English, mathematics, science, and social studies), plus one additional credit from any subject. Annually, the District expects to report the percentage of students on track to graduation at the end of ninth grade. In this report, the authors apply the 2018 Ninth Grade On-Track Definition to students who were first-time ninth graders in the SDP during the 2014-15 or 2015-16 school years. They examine how many students were on track to graduation, the characteristics of on-track and off-track students, and how on-track rates differ across high schools. Although the On-Track Definition was not in place at the time these students were in ninth grade, the analysis provides a benchmark against which progress can be measured and identifies characteristics of students and schools that might need additional support to start strong when they enter high school. This report also includes a set of questions that SDP educators and the community can ask to assess how students are supported in the ninth grade transition and what more could be done. [For an addendum to this report, see ED613891.]
On Track across Four Cohorts: Ninth Grade On-Track Patterns in the School District of Philadelphia, 2013-2017. Starting Strong: A Research Series on the Transition to High School
Author: Pileggi, Molly
Date: 2019-02-00
Type: Reports - Research
Subjects: High School Students,Grade 9,Credits,Graduation Rate,Graduation Requirements,High School Freshmen,Cohort Analysis,Progress Monitoring,Racial Differences,Improvement,Special Education,Special Needs Students,Low Income Students

This brief is an addendum to an earlier report, &quot;Getting on Track to Graduation&quot; (see ED613890) published in May 2018 by the Philadelphia Education Research Consortium (Crofton and Neild, 2018). Focusing on two cohorts of first-time ninth grade students (the Classes of 2019 and 2020), Getting on Track to Graduation examined the extent to which students earned the number and type of course credits required to be considered on-track to graduation. This brief extends analyses from the earlier report with data from two additional cohorts of first-time freshmen (the Classes of 2017 and 2018) to better understand whether the patterns described in the original report have been consistent over time. [This report was updated in February 2019 with the addition of Appendix C. It was originally published in October 2018.]
Apprenticeship: A Pill for Every Ill? Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Foreign Countries,Educational Quality,Employment Potential,Job Training,Workplace Learning,Employment Qualifications,Education Work Relationship,Contracts,Compensation (Remuneration),Best Practices,Educational Policy

Following the financial crisis and the ensuing economic downturn in the past decade, apprenticeship sparked renewed interest among policy-makers both in Brussels and the EU Member States. Since, European and national crisis management strategies have advocated apprenticeship both as a short-term solution to youth unemployment and a useful response to companies' skill needs in the longer term. However, after the initial years of policy implementation and financial investment to increase apprenticeship numbers, social partners and experts have been raising grievances: not all schemes called 'apprenticeships' merited their name, not all ensured high-quality training (or any training), and not all 'apprentices' were entitled to employment or social protection rights. To help promote a common European understanding, Cedefop has identified the basic features a work-based education and training scheme should have to be called 'apprenticeship'. It suggests countries agree on a common denominator made up of the following features: (1) the scheme is backed by a legal framework; (2) it leads to a formal and portable qualification; (3) it relies on a structured alternation between work-based and school-based learning; (4) it implies a commitment for a minimum duration that makes the training alternation meaningful; (5) company and learner sign a specific type of contract; and (6) the learner receives a remuneration. Europe does not -- and should not -- have a single model of apprenticeship. Similarly, no model can simply be copied: the conditions enabling quality apprenticeships differ from country to country. Cedefop is widening and deepening its understanding of these conditions in their respective settings, to help step up transfer and adjustment of best practices in the future.
Supporting Early Readers in Philadelphia&apos;s Independent Charter Schools: An Initial Inquiry into Cross-School Collaboratives
Author: Comly, Rachel
Date: 2019-01-00
Type: Reports - Research
Subjects: Private Schools,Charter Schools,Emergent Literacy,Primary Education,Literacy Education,Kindergarten,Grade 1,Grade 2,Grade 3,Faculty Development,Teaching Methods,Reading Difficulties,Educational Resources,Program Effectiveness,Best Practices,Educational Cooperation,Teacher Attitudes,Communities of Practice

The City of Philadelphia has identified improving early literacy as a key civic priority. The goal is to support children's literacy development in school, at home, and in the community--regardless of where students live or attend school in Philadelphia. For this reason, civic efforts have sought to engage families, communities, and the city's public and private schools. From the public education sector, representatives from both traditional public schools and charter schools provide leadership for Read by 4th, the citywide campaign to promote grade-level reading by fourth grade. Charter schools enroll about one third of all public school students in Philadelphia, and more than half of Philadelphia's charter schools are independent. This study is an initial inquiry into the need and opportunity for cross-school professional learning for educators at Philadelphia charter schools. It focuses on independent charter schools that are not part of a charter management network. In the 2018 report, &quot;Supporting Early Readers: A Scan of K-3 Literacy Practices in Philadelphia Charter Schools,&quot; representatives from nine independent charter schools reported that they could benefit from additional professional learning opportunities for implementing best practices in early literacy instruction. For the current study, the authors interviewed early literacy leader at the nine independent charter schools to describe how they use information and external professional learning resources to improve their early literacy programs. They also asked about factors that constrain their access to these professional learning resources, additional professional learning that would support early literacy instruction, and the conditions under which those resources would be most useful. [For the 2018 report, see ED613800.]
Critical Analysis of Translation Tests in 18 Specialized Translation Courses for Undergraduate Students
Author: Al-Jarf, Reima
Date: 2021-06-00
Type: Journal Articles
Subjects: Translation,Language Tests,Readability,Semitic Languages,Second Languages,Language Processing,Difficulty Level,Test Validity,Test Reliability,Vocabulary Skills,Language Usage,Student Attitudes,Program Descriptions,English (Second Language),English,Readability Formulas,Foreign Countries

The present study aimed to describe and evaluate the current assessment practices prevalent in the different translation courses offered at the College of Languages and Translation (COLT). A sample of specialized translation final exams in 18 translation subject areas was collected. Each final exam was analyzed in terms of the following: (1) # of English and Arabic source texts included on each final exam for each course (2) readability and difficulty level of texts included in the translation exams, (3) # of exams with a terminology subtest, (4) English and Arabic text length in words, (5) reliability, validity and discriminating power of final exams. Data analysis showed that 50% of the exams included one English text, 32% included 2 texts and 18% included 3 texts. Arabic texts were included in 73% of the exams. However, 59% of the exams included one Arabic text, 9% included two texts and 5% included 3 texts. In Addition to English and Arabic texts, 56% of the exams included a vocabulary subtest. 41% do not have any Arabic texts. The English text length ranged between 66-430 words with a median length of 181 words. The Arabic text length ranged between 26-180 with a median length of 97. The typical Flesch Reading Ease of English texts was 40 and the typical Flesch-Kincaid Grade level score was 11. There were no significant differences among the different college levels nor different subject areas in text length or text difficulty level. Translation exams currently used at COLT lack validity, reliability, and discriminating power. Some reasons for lack of reliability and validity are given. Students' views on translation exams are also reported. A model for more valid, reliable, and discriminating translation exams is given with students views of it as well.
Addressing Empathy in Intercultural Virtual Exchange: A Preliminary Framework
Author: Golubeva, Irina
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Empathy,Intercultural Communication,Cultural Awareness,Teaching Methods,Learning Activities,Metacognition,Exchange Programs,Undergraduate Students,Computer Mediated Communication,Universities,Foreign Countries,Guidelines,Virtual Classrooms,Program Descriptions,Online Courses,Cultural Differences,Student Attitudes,Perspective Taking

Empathy is widely perceived and understood as an unquestioned component of Intercultural Competence (IC). The authors see the ability to empathise with others and to see their point of view as an important condition for developing an ethnorelative viewpoint, and therefore consider it important to incorporate activities into the intercultural communication curriculum that addresses the affective side of IC (Calloway-Thomas, Arasaratnam-Smith, &amp; Deardorff, 2017; Guntersdorfer &amp; Golubeva, 2018). In their paper, the authors discuss the importance of meta-cognitive tasks by creating opportunities for students where they can describe, share, and evaluate emotions. Based on the recommendations made by O'Dowd (2016), Byram, Golubeva, Hui, and Wagner (2017) about designing and implementing virtual exchanges (VEs), the authors present a preliminary framework, i.e. a sequence of self-reflective meta-analysis tasks that they developed for the intercultural VE between students at Ludwig-Maximilians University (LMU) in Germany and their peers at the University of Maryland Baltimore County (UMBC) in the United States. This framework can be adapted to a variety of online teaching contexts. [For the complete volume, see ED609298.]
Developing Global Citizenship through Real-World Tasks -- A Virtual Exchange between North American University Students and Italian Upper-Secondary School Students
Author: Trapè, Roberta
Date: 2020-11-30
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Exchange Programs,Program Descriptions,Secondary School Students,Sex Fairness,Global Approach,Citizenship Education,Personal Autonomy,Computer Mediated Communication,Second Language Learning,Second Language Instruction,Foreign Countries,Cultural Awareness,Intercultural Communication,Italian,English (Second Language),Videoconferencing,Language Usage,Discussion,Student Attitudes

This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-2021) with a direct reference to Robert O'Dowd's transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship. [For the complete volume, see ED609298.]