ethanporcaro/eric-fulltext-meta huggingface dataset:
Low Income Preschoolers' Non-Parental Care Experiences and Household Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2012-09
Author: Heflin, Colleen
Date: 2012-00-00
Type: Reports - Research
Subjects: Hunger,Food,Child Welfare,At Risk Persons,Child Care,Preschool Education,Child Care Centers,Low Income Groups,Parents,Probability,Family Involvement,Young Children,Child Development,Sampling,Research Methodology,Longitudinal Studies,Surveys,Children,Interviews,Questionnaires,Statistical Analysis,Correlation

Rates of food insecurity in households with children have significantly increased over the past decade. The majority of children, including those at risk for food insecurity, participate in some form of non-parental child care during the preschool years. To evaluate the relationship between the two phenomenon, this study investigates the effects of child care arrangements on food insecurity in households with children. To address the selection bias problem that arises from the fact that enrollment in different types of child care is not a random process, this study uses propensity scores techniques. The authors compare outcomes across five child care arrangement patterns: no non-parental care (i.e., exclusive parent care), relative care, non-relative care, center care, and Head Start. Our results demonstrate that for low income preschoolers, compared to no non-parental care, attending a child care center reduces the probability of both food insecurity and very low food security, relative care reduces the probability of food insecurity, and non-relative care increases the probability of very low food security.
Lessons from NCLB for the Every Student Succeeds Act
Author: Mathis, William J.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Accountability,Intervention,Public Schools,Program Implementation,Performance Factors,Comparative Analysis,Achievement Gap,Opportunities,Socioeconomic Influences,High Stakes Tests,School Turnaround,School Closing,Privatization,Measurement Objectives,Outcome Measures,Educational Improvement,Change Strategies,Educational Change,Elementary Secondary Education,Teacher Evaluation,Charter Schools,School Segregation,School Effectiveness

The Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act with great fanfare and enthusiasm. Granting more power to states and curbing what was seen as federal overreach was well received. However, the new legislation maintains a predominately test-based accountability system with a federal mandate for interventions in well over five thousand public schools every year. In this policy brief, the authors offer recommendations for state policymakers on both broad and focused ESSA implementation issues. (A list of notes and references is included.)
The EUROCALL Review, Volume 21, Number 2
Author: Gimeno, Ana, Ed.
Date: 2013-09-00
Type: Collected Works - Serial
Subjects: Computer Assisted Instruction,Second Language Instruction,Spanish,Educational Technology,English (Second Language),Telecommunications,Computer Oriented Programs,Feedback (Response),Electronic Learning,Teaching Methods,Computer Software,Technology Integration,Foreign Countries,Educational Resources,Phonetics,Research and Development,Web Sites,Publications,Literature Reviews

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Training and Research in Phonetics for Spanish as a Second Language with Technological Support (Ana Blanco Canales); (2) Learning English Speaking through Mobile-Based Role-Plays: The Exploration of a Mobile English Language Learning App Called Engage (Bowen Yang, Shijun Zhou, and Weijie Ju); (3) Electronic Feedback: Pedagogical Considerations for the Implementation of Software (Miguel García-Yeste); and (4) Issues in Integrating Information Technology in Learning and Teaching EFL: The Saudi Experience (Yousef Hamad Al-Maini). Contains the following project: Tools for CLIL Teachers (Caoimhín Ó Dónaill and Ana Gimeno-Sanz). Recommended website, &quot;Readlang,&quot; is reviewed by Steve Ridout. Individual articles contain references.
The EUROCALL Review, Volume 22, Number 1
Author: Gimeno, Ana, Ed.
Date: 2014-03-00
Type: Collected Works - Serial
Subjects: Computer Assisted Instruction,Educational Technology,Research and Development,Web Sites,Second Language Instruction,Literature Reviews,Listening Skills,Metacognition,Web Based Instruction,Learning Activities,Multimedia Instruction,Computer Software,Student Attitudes,Program Effectiveness,Virtual Classrooms,Handheld Devices,Telecommunications,Learning Problems,Foreign Countries

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity (Ching Chang and Chih-Kai Chang); (2) Integrating Multimedia ICT Software in Language Curriculum: Students' Perception, Use, and Effectiveness (Nikolai Penner and Elzbieta Grodek); (3) Curating and nudging in virtual CLIL environments (Helle Lykke Nielsen); (4) Impact of iPod Touch-Supported Repeated Reading on the English Oral Reading Fluency of L2 students with Specific Learning Difficulties (Salomi Papadima-Sophocleous and Marina Charalambous); and (5) Expert Views on How Language Education May Develop in the Next 20 Years and What CALL Could Contribute (Ton Koenraad). Individual articles contain references.
The EUROCALL Review, Volume 23, Number 2
Author: Gimeno, Ana, Ed.
Date: 2015-09-00
Type: Collected Works - Serial
Subjects: Research and Development,Computer Assisted Instruction,Educational Technology,Second Language Learning,Second Language Instruction,Web Sites,Social Media,Informal Education,College Students,Telecommunications,Cooperation,Failure,Heritage Education,Teacher Role,Writing (Composition),Native Language,Foreign Countries

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL related topics; (5) Research and Development papers on CALL related topics; (6) Reflective Practice papers on CALL related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Facebook for informal language learning: Perspectives from tertiary language students (Antonie Alm); (2) Telecollaboration insights: learning from exchanges that fail (Anna Turula and Thomas Raith); (3) Developing CALL for heritage languages: The 7 Keys of the Dragon (Anthi Revithiadou, Vasilia Kourtis-Kazoullis, Maria Soukalopoulou, Konstantinos Konstantoudakis and Christos Zarras); and (4) Exploring two teachers' engagement with their students in an online writing environment (Nagaletchimee Annamalai and Kok Eng Tan). &quot;Bab.la: Loving languages&quot; (Andrés Piñero) describes assets of the Bab.la web site. Individual articles contain references.
The EUROCALL Review, Volume 24, Number 1
Author: Gimeno, Ana, Ed.
Date: 2016-03-00
Type: Collected Works - Serial
Subjects: Research and Development,Computer Assisted Instruction,Educational Technology,Second Language Learning,Second Language Instruction,Web Sites,Telecommunications,Handheld Devices,Distance Education,Student Motivation,Anxiety,English (Second Language),English for Special Purposes,Computer Simulation,Multicultural Education,Computer Oriented Programs,Multilingualism,Foreign Countries

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL related topics; (5) Research and Development papers on CALL related topics; (6) Reflective Practice papers on CALL related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) The Future of Foreign Language Instructional Technology: BYOD MALL (Jack Burston); (2) Why and how do distance learners use mobile devices for language learning? (Valérie Demouy, Ann Jones, Qian Kan, Agnes Kukulska-Hulme and Annie Eardley); (3) Variations in motivation, anxiety and boredom in learning English in Second Life (Mariusz Kruk); and (4) Creating an avatar to become a &quot;spect-actor&quot; of one's learning of English for specific purposes (Virginie Privas-Bréauté). &quot;EMMA: Towards multicultural learning&quot; (Ruth Kerr and Ilaria Merciai) describes the project EMMA (http://www.europeanmoocs.eu/). &quot;Aba English App&quot; (Rafael Seiz) provides a recommendation for the mobile language learning application, Aba English. Individual articles contain references.
Still Falling through the Cracks: Revisiting the Latina/o Education Pipeline. CSRC Research Report. Number 19
Author: Perez Huber, Lindsay
Date: 2015-11-00
Type: Reports - Research
Subjects: Hispanic American Students,Access to Education,Equal Education,Educational Opportunities,Educational Quality,Educational Attainment,Racial Differences,Ethnic Groups,Elementary Secondary Education,Higher Education,Enrollment Trends,Community Colleges,Course Selection (Students),Data Collection,College Entrance Examinations,Basic Skills,Educational Environment,Undocumented Immigrants,Aggression,Minority Group Teachers

The first CSRC Research Report to examine the Latina/o education pipeline, &quot;Falling through the Cracks: Critical Transitions in the Latina/o Educational Pipeline&quot; (Pérez Huber et al. 2006), inaugurated a series of reports that have sought to address critical issues related to the Latina/o education pipeline and to provide policy recommendations to improve educational access and opportunity for Latina/o students across the United States, with a particular focus on California. For the past ten years these CSRC Research Reports and related CSRC Policy and Issues Briefs, which have been published in conjunction with the UCLA Chicano Studies Research Center's annual Latina/o Education Summit, have served as an important resource for understanding current issues and policies in Latina/o education. This report surveys ten years of research findings produced for the Latina/o Education Summit, revealing the slow rate of progress for Latino students set against an exponential increase in the Latino population in the state. This report shows that small gains have been made in educational equity for Latinas/os during the past decade. The report also shows however that educational attainment for Latinas/os is nowhere near where it should be.
The EUROCALL Review, Volume 23, Number 1
Author: Gimeno, Ana, Ed.
Date: 2015-03-00
Type: Collected Works - Serial
Subjects: Research and Development,Web Sites,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Technology Uses in Education,Intercultural Communication,Critical Thinking,Computer Mediated Communication,Cultural Awareness,Blended Learning,Oral Language,Language Skills,Diaries,Electronic Publishing,Stereotypes,English (Second Language),Vocabulary Development,Portfolios (Background Materials),Foreign Countries

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. This issue contains the following papers stemming from the INTENT conference on &quot;Telecollaboration in University Foreign Language Education&quot; held at the Faculty of Philosophy and Letters, University of León, Spain, on 14 February 2014: (1) Promoting critical thinking in online intercultural communication (Marie-Thérèse Batardière); (2) Why in the world would I want to talk to someone else about my culture? (Chesla Ann Bohinski and Yumei Leventhal); (3) A blended learning scenario to enhance learners' oral production skills (Hee-Kyung Kim); (4) Combining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges? (L. Lynette Kirschner); (5) English learning in an intercultural perspective: Russia and Norway (Anne-Mette Bjøru); and (6) Pan-American teletandem language exchange project (Aurora Castillo-Scott). The regular paper section includes: An e-portfolio to enhance sustainable vocabulary learning in English (Hiroya Tanaka, Akio Ohnishi, Suzanne M. Yonesaka, and Yukie Ueno). The following recommended website is reviewed by Rafael Seiz Ortiz: ABA English. Individual papers contain references.
The EUROCALL Review, Volume 24, Number 2
Author: Gimeno, Ana, Ed.
Date: 2016-09-00
Type: Collected Works - Serial
Subjects: Web Sites,Research and Development,Computer Assisted Instruction,Educational Technology,Second Language Instruction,Comprehension,Dictionaries,Electronic Publishing,Engineering Education,College Students,Communication Strategies,Telecommunications,Handheld Devices,Global Approach,Online Courses,Foreign Countries

&quot;The EUROCALL Review&quot; is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&amp;D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Could a multimodal dictionary serve as a learning tool? An examination of the impact of technologically enhanced visual glosses on L2 text comprehension (Takeshi Sato); (2) Usage and efficacy of electronic dictionaries for a language without word boundaries (Etsuko Toyoda); (3) A study of Chinese engineering students' communication strategies in a mobile-assisted professional development course (Li Cheng); (4) A review of mobile language learning applications: trends, challenges and opportunities (Catherine Regina Heil, Jason S. Wu, Joey J. Lee, and Torben Schmidt); (5) BonPatron.com (Mercedes López Santiago) [paper is written in Spanish]; (6) Content and Language Integrated Learning with Technologies: a global online training experience (Letizia Cinganotto); (7) New perspectives on teaching and working with languages in the digital era (Antonio Pareja-Lora, Cristina Calle-Martínez, and Pilar Rodríguez-Arancón) (Reviewed by Rafael Seiz Ortiz); and (8) Lingora (Edmund Hutchings). Individual papers contain references. [David Perry is the associate editor for this issue.]
Student Mobility: Causes, Consequences, and Solutions
Author: Rumberger, Russell W.
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Student Mobility,Elementary Secondary Education,Transfer Students,Outcomes of Education,Incidence,Etiology,School Holding Power,Educational Quality,Educational Improvement

Student mobility is a widespread and often unheralded problem facing American schools. The majority of elementary and secondary school children make at least one non-promotional school change over their educational careers, with many children making multiple moves. They do so for a variety of reasons. School changes are most often initiated by families and frequently involve a change of residences due to reasons that are either voluntary (for example, changing jobs or moving to a better home) or involuntary (for example, getting evicted or having a family disruption such as a divorce). But schools can also initiate school changes, such as when students are expelled or when schools are closed. The research literature suggests that changing schools can harm normal child and adolescent development by disrupting relationships with peers and teachers as well as altering a student's educational program. The most consistent and severe impacts are on test scores and high school graduation, with less consistent findings on student behavior. The gravest harms follow from multiple moves and those accompanied by disruptions in the home. Because causes and consequences are varied and complex, recommendations for addressing the issue must be adaptable and applicable to the unique sets of circumstances. School procedures should focus on reducing unnecessary mobility and on making the mobility experience, when necessary, as positive as possible. This policy brief examines the issue first by describing the extent of mobility among students and schools and then by reviewing the research evidence on its causes and consequences. Finally, it offers school personnel and state policymakers recommendations for minimizing mobility and its sometimes negative consequences. (A list of notes and references is included.)
International Test Score Comparisons and Educational Policy: A Review of the Critiques
Author: Carnoy, Martin
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Criticism,Reputation,Test Validity,Error of Measurement,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Educational Policy,Policy Analysis,Academic Achievement,Mathematics Tests,Economic Development,Scoring,Comparative Education,Cross Cultural Studies,Elementary Secondary Education,Mathematics Achievement,Science Tests,Science Achievement,Family Characteristics,Community Characteristics,Correlation,Political Influences,Educational Improvement

Stanford education professor Martin Carnoy examines four main critiques of how international test results are used in policymaking. Of particular interest are critiques of the policy analyses published by the Program for International Student Assessment (PISA). Using average PISA scores as a comparative measure of student achievement is misleading for a number of reasons, Carnoy maintains: (1) Students in different countries have different levels of family academic resources; (2) The larger gains reported on the Trends in International Mathematics and Science Study (TIMSS), which is adjusted for different levels of family academic resources, raise questions about the validity of the PISA results when used for international comparisons; (3) PISA test score error terms are &quot;considerably larger&quot; than the testing agencies acknowledge, making the country rankings unstable; and (4) The Shanghai educational system is held up as a model for the rest of the world on the basis of non-representative data. Of further concern is the conflict of interest arising from the Organization for Economic Cooperation and Development (which administers the PISA) and its member governments acting as a testing agency while simultaneously serving as data analyst and interpreter of results for policy purposes. Carnoy considers the critiques within a discussion of the underlying social meaning and education policy value of international comparisons in general. He describes why using average national math scores as predictors of future economic growth is problematic, and points out that using scoring data in this manner has limited use for establishing education policy because causal inferences can not be meaningfully drawn. Finally, Carnoy explores the relevance of nation-level test score comparisons among countries such as the United States with diverse and complex education systems. The differences between states in the U.S. are, for example, so large that employing U.S. state-level test results over time to examine the impact of education policies would be more useful and interesting than using combined U.S. data. Despite valid critiques of international test result comparisons, Carnoy argues that the comparisons will neither go away nor stop being inappropriately used to shape educational policy. He concludes with five policy recommendations to reduce the misuse of testing data. (A list of notes and references is included.)
Independent Teacher Education Programs: Apocryphal Claims, Illusory Evidence
Author: Zeichner, Ken
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Teacher Education Programs,Educational History,Teacher Competencies,Program Effectiveness,Program Evaluation,Educational Research,Alternative Teacher Certification,Internship Programs,Educational Policy,Educational Quality,Advocacy

Teacher education provided in U.S. colleges and universities has been routinely criticized since its inception in the early nineteenth century. These programs are uneven in quality and can be improved. Advocacy groups and self-proclaimed social entrepreneurs are working aggressively to deregulate the preparation of teachers and to expand independent, alternative routes into teaching. This policy brief surveys historical and contemporary trends in teacher preparation, and explores what is known about the quality of five of the most prominent independent teacher education programs in the U.S., including their impact on teacher quality and student learning. The author's analysis demonstrates that claims regarding the success of such programs are not substantiated by peer-reviewed research and program evaluations. (A list of notes and references is included.)
Do High School Students Know Their Parents' Income? Research Brief. IERC 2017-4
Author: Anderson, Drew M.
Date: 2017-00-00
Type: Reports - Research
Subjects: High School Students,Parents,Family Income,Knowledge Level,Student Surveys,Student Financial Aid,Misconceptions,Questionnaires,College Entrance Examinations,High School Graduates,College Bound Students,Statistical Analysis

Most students finish high school with low levels of financial knowledge, yet they are months away from important decisions about how to finance college. Students may not know about family finances, even though parental income is a key determinant of financial aid for college. This study measures the financial knowledge of high school students by comparing survey answers to actual measures of parental income from financial aid applications in a statewide sample. We find that students can accurately state parental income 24% of the time, within $15,000. Overreporting of parental income is much more common than underreporting. We explore potential causes and consequences of misreporting, and implications for research using self-reported income.