ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Examination of the Profession of School Counseling: Moving towards Equity-Oriented Leadership. Equity by Design
Author: Sanborn, Erin K.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: School Counseling,Counselor Role,Equal Education,Counselor Training,Leadership,Educational Environment,Elementary Secondary Education,School Counselors,Social Justice,Cultural Pluralism

Counselors can play an integral role in developing transformative schooling environments that center equity and disrupt marginalizing practices. The purpose of this &quot;Equity by Design&quot; brief is to conduct a critical examination of the profession and training of school counselors, shifting towards positioning the school counselor as an equity-oriented liaison and leader.
An Intersectional Approach to Building Inclusive Schools. Equity by Design
Author: Waitoller, Federico R.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Facilities Design,Inclusion,Intersectionality,Students with Disabilities,Educational Practices,Educational Finance,Culturally Relevant Education

In this &quot;Equity by Design&quot; Research Brief, Dr. Federico Waitoller critiques the traditional model of inclusion for students with disabilities in the U.S., providing a blueprint for inclusive education that dismantles intersecting forms of inequity that are part of the DNA of what we consider the general education classroom. Informed by this blueprint for inclusive education, Dr. Waitoller provides an inventory of promising inclusive practices.
Avoiding the Traps: Identifying and Disrupting Six Paradoxical Habits of Equity Leadership. Equity by Design
Author: Radd, Sharon I.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Leadership,Leadership Styles,Race,Racism,Educational Change

In this &quot;Equity by Design&quot; brief, the author introduces 6 paradoxical habits of equity leadership, describing and providing examples of 6 practices that are common in equity leadership, yet ultimately re-entrench systemic inequities. Included are key questions to disrupt these habits in practice and in organizations.
English Language Teaching in Costa Rica: Facing Challenges
Author: Zúñiga Vargas, Juan Pablo, Ed.
Date: 2022-00-00
Type: Books
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Barriers,Graduate Students,Masters Theses,Social Influences,Well Being,Educational Change,Reading Skills,Writing Skills,Phonological Awareness,Grade 1,Geographic Regions,Teaching Methods,Communicative Competence (Languages),Adult Students,Cartoons,Student Motivation,Elementary School Students,Affective Behavior,Coping,Anxiety

Undoubtedly, it is every teacher's life quest to find the best way to teach; there are no universal formulas to accomplish that. A committed teacher is a life-long learner, which shows why being an educator is not an easy career. A teacher is indeed like a candle that lights the students' path as it consumes itself. Such abnegation comes at a high price. Particularly, English teachers in a Country such as Costa Rica are faced with various challenges, ranging from deeply ingrained negative attitudes towards teachers and the education system itself, their own well-being which tends to be neglected a little too often, unequal access to resources and teaching materials, heterogeneous student populations, emotional factors in the classroom, among many others. An English teacher in a developing country (and probably elsewhere) has to be prepared to deal with the unexpected, learn, relearn, and unlearn, and whenever something new is learned, it is every (English) teacher's duty to share it using different means; getting published is but one way to do so. This ebook comprises a collection of essays written by students from the Master's Program in Education with an Emphasis on English Learning from Universidad Nacional, Costa Rica as part of their graduation project. In each of the manuscripts contained here, a Costa Rican English teacher reflects on some of his or her educational experiences and encountered challenges and proposes strategies to tackle them so that any English teachers out there facing similar situations may benefit from these ideas. [This book was published by the Centro de Investigación y Docencia en Educación (CIDE) Universidad Nacional, Costa Rica. It is provided in the format of an e-book.]
(Re)centering Action in Critical Consciousness
Author: Diemer, Matthew A.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Critical Thinking,Social Action,Empowerment,Change Agents,Disadvantaged Youth,Minority Groups,Activism,Well Being,Participatory Research,Action Research

Critical consciousness (CC) scholarship frames how more marginalized people deeply analyze, feel empowered to change, and take collective action to redress perceived inequities. These three dimensions of CC correspond to critical reflection, motivation, and action, respectively. This paper aims to re-center action in CC scholarship, given the disproportionate attention that has been paid to reflection. To achieve this aim, this paper (a) reviews empirical associations between critical action and positive developmental consequences among more marginalized youth (b) highlights promising practices to foster critical action, and (c) notes open questions and key areas for future inquiry. Our hope is that this paper serves as a call to action, to re-center critical action in CC scholarship, policy, and practice. [This paper was published in &quot;Child Development Perspectives&quot; v15 n1 p12-17 2021.]
A Millionaire at Sixteen or the Cruise of the Guardian-Mother. All-Over-the-World Series
Author: Optic, Oliver
Date: 1892-00-00
Type: Historical Materials
Subjects: Literary Criticism,Authors,Money Management,Purchasing,Moral Values,Educational Philosophy,Adventure Education,Mothers,Parent Child Relationship,Adolescents,Novels,Childrens Literature

&quot;A Millionaire at Sixteen&quot; is the second volume of the &quot;All-Over-the-World&quot; series; and while the book may be read independently of the first, it is the continuation of the adventures of Louis Belgrave, who was presented to the reader in the preceding story. After the first volume, the author hopes to not be accused with being unnecessarily liberal to his hero, in supplying him with &quot;the missing million,&quot; even augmented to nearly half as much more, so that he is actually a millionaire and a half; but the present story will assure such critics that even this vast sum was necessary in carrying out the purpose of the writer. But no one need tremble for his moral safety, for he will find that the young man in his moneyed abundance is well guarded by his &quot;guardian-mother,&quot; and by his prudent and conservative trustee. The magnificent steam-yacht, the purchase of which required the figure at which the fortune of the hero was placed, was not obtained for sporting and pleasure uses. He was actuated by the very highest of motives in consenting to buy the yacht, and, in fact, it seemed to him to be his duty to do so. His mother, whom he almost worships, is borne away from him over the ocean, and the steamer seemed to him and his advisers the only means by which he could recover her, and restore her to her friends. With such an object in view, money was hardly to be considered. The writer still holds to his belief set forth in the preceding volume that exciting incidents do not corrupt or mislead the minds and hearts of young people, and he still keeps his hero above reproach morally; and his magnificent venture is intended to promote his education, to make him a wise and good man. He has no vices, and under the system of his nautical friend, he is not likely to acquire any.
A Grammar Containing the Etymology and Syntax of the English Language: For Advanced Grammar Grades, and for High Schools, Academies, Etc.
Author: Swinton, William
Date: 1880-00-00
Type: Historical Materials
Subjects: Grammar,Syntax,Teaching Methods,English Instruction,Etymology,Textbooks,Public Schools,Mastery Learning,Working Class,Educational History,Comparative Analysis,Intellectual Development,Elementary Secondary Education

This textbook of English Grammar presupposes a certain amount of previous training in the theory and practice of English, and its specific place in the curriculum is to be found in the advanced grammar grades of public schools, though the book is also suited to the wants of high schools and academies. The author would state in a single sentence that his aim has been to set forth, in the light of the latest linguistic scholarship, the etymology and the syntax of the English language--to make a logical, systematic, and well-ordered presentation of this great subject, with a view both to intellectual development, or wit-sharpening, and to the attainment of a fair mastery of the art of speaking and writing our tongue. Very great care has been taken to make it a working class-book; and particular attention is called to the summaries, topical analyses, and written reviews. For the higher study of English, in its historical and comparative aspects, a good amount of material will be found in the Appendix. The book is in three parts: (1) Etymology; (2) Syntax; and (3) Analysis.
A Practical Physics Manual
Author: Ahrens, Walter R.
Date: 1917-00-00
Type: Historical Materials
Subjects: Physics,Textbooks,Science Instruction,Science History,Science Experiments,Science Equipment,Scientific Principles,Heat,Magnets,Energy,Acoustics,Light,Mechanics (Physics)

While the new movement in the teaching of physics--the study of the physics of daily life--is the keynote of the recent text-books, yet the laboratory manuals still adhere to the old method, leaving the presentation of material from everyday life to the text-book alone. It is the authors' belief that the manual as well as the text-book should be based on practical physics. The method is to give, first, a fundamental experiment in which the principle under consideration is made clear to the student, then to follow this with an experiment or a number of experiments on the practical applications of that principle. The authors have divided the index of experiments into three groups as follows: The first, known as the General Course, comprises the entire list, all fundamental experiments (56 in number) being printed in bold-faced type, and forming by themselves a group sufficiently large to prepare students for any college. The instructor may then select from the rest of the list such as suit the needs of his school or equipment. The second group is known as the Technical Course. It consists of the fundamental experiments and in addition others specially designed for boys preparing for the technical trades or for engineering. The third group, known as Household Physics, is designed for girls. It includes almost all the fundamental experiments and in addition a great many of household application for the benefit of that great majority of girls who take physics, not for technical purposes, but from a desire to understand household problems.
A History of France: From the Earliest Times to the Establishment of the Second Empire in 1852. The Student&apos;s France
Author: Jervis, W. H.
Date: 1879-00-00
Type: Historical Materials
Subjects: Foreign Countries,European History,History Instruction,Textbooks,Land Settlement,Treaties,War

With respect to the execution of the work, it has been the aim of the Author to present a perspicuous view of the events of French history, from the very commencement of the nation down to the present time, avoiding as far as possible the dryness of an epitome, and presenting something more than a chronicle of mere facts and dates. An attempt has been made to draw the portraiture of every important historical character, and to include in a rapid and condensed narrative all the chief transactions, whether political, military, or ecclesiastical, which have marked the varying fortunes of the nation. Many of the most interesting questions connected with the history, government, and institutions of the country are discussed at considerable length in the &quot;Notes and Illustrations,&quot; which, it is believed, will be found of great service to the student. Copious references to the best authorities are likewise given, with the view of assisting him in prosecuting farther inquiries. It has been the earnest endeavor of the Author to avoid the capital error of writing the History of France from an English point of view, a course which can not fail to convey an unjust conception of the institutions, government, habits, and character of the people.
Empowering Students to Become Agents of Social Change. Equity Dispatch. Volume 2, Issue 2
Author: Pearce, Nick
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Racism,Student Empowerment,Teacher Behavior,Minority Group Students,Change Agents,Social Influences,Teacher Attitudes,Teacher Influence

This newsletter provides educators an opportunity to consider underlying assumptions and beliefs that contribute to an avoidance of acknowledging and confronting racism experienced by their students. By examining various manifestations of educators' race-neutral actions toward and responses to students of color, including their function and potential impact of such actions, educators can simultaneously confront and disrupt acts of racism perpetuated against students.
Engaging Teachers as Social Justice Actors. Equity Dispatch. Volume 2, Issue 4
Author: Coomer, M. Nickie
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Teacher Participation,Social Justice,Wages,Educational Resources,Teaching Conditions,Critical Theory,Racism,Gender Bias,Social Bias,School Desegregation,Desegregation Litigation,Equal Education,Unions,Civil Rights

This issue of Equity Dispatch discusses engaging teachers as social justice actors. In this issue, we contextualize current teacher mobilizations toward fair wages, better resources, and better learning conditions within a professional history of objectification and exploitation. We provide examples of &quot;social justice unionism&quot; (Alter, 2013) to propose methods by which teachers can engage in coalition building in effort toward liberatory education for all.
Developing Authentic Socially-Just Spaces at the Systemic Level. Equity Dispatch. Volume 3, Issue 4
Author: Sanborn, Erin K.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Social Justice,Elementary Secondary Education,Teacher Role,Educational Change,Change Strategies,Educational History,Teacher Characteristics,Stakeholders

This edition of Equity Dispatch speaks to educational leaders within systems who, through policy and practice, pigeonhole K-12 educators into inauthentic social justice roles--which push educators to continually reproduce practices that historically marginalize. Provided within is a socio-cultural history of social justice education theories and their original aims, an interrogation of what systemic transformative change entails, as well as suggestions for how to move beyond a technical strategies-based approach.
Advice for Students of Color and First-Generation Students: Successful Transitions from High School into and within College/University
Author: Morales, Amanda R.
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Minority Group Students,First Generation College Students,Student Adjustment,College Bound Students,Post High School Guidance

The purpose of this Equity Tool is to provide insights to/about Students of Color, student mentors, school guidance counselors, and community college/university advisors, towards understanding current/future higher education endeavors.
U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS). Part 1. NCES 2022-049
Author: Egan, Laura
Date: 2022-10-00
Type: Reports - Research
Subjects: Achievement Tests,Mathematics Achievement,International Assessment,Foreign Countries,Elementary Secondary Education,Mathematics Tests,Science Achievement,Science Tests,Comparative Education,Educational Trends,Trend Analysis,Grade 4,Grade 8,Benchmarking,Data Collection,Data Analysis,Scoring,Scaling,Test Results,Sampling

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at grades 4 and 8, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the seventh and most recent administration, in 2019, providing a 24-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, 2015, 2019 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS 2019 Technical Report and User's Guide provides an overview of the design and implementation of TIMSS 2019 in the United States and includes guidance for researchers using the U.S. datasets. Part 1 of the report contains the full report; Appendix A: TIMSS 2019 Recruitment Materials; Appendix B: Informational Materials; and Appendix C: TIMSS 2019 Field Staff Training Materials. Part 2 contains Appendix D: TIMSS 2019 Questionnaires. Part 3 contains Appendix E: TIMSS 2019 Questionnaire Adaptations and Appendix F: U.S. TIMSS 2019 Nonresponse Bias Analysis. [For &quot;U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) (Continued). Part 2. Appendix D. NCES 2022-049,&quot; see ED623029. For &quot;U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) (Continued). Part 3. Appendix E. NCES 2022-049,&quot; see ED623030.]
U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) (Continued). Part 2. NCES 2022-049
Author: Egan, Laura
Date: 2022-10-00
Type: Tests/Questionnaires
Subjects: Achievement Tests,Foreign Countries,Elementary Secondary Education,International Assessment,Mathematics Tests,Mathematics Achievement,Science Achievement,Science Tests,Grade 4,Grade 8,Questionnaires,Institutional Characteristics,Enrollment,Educational Resources,Teacher Evaluation,School Readiness,Principals,Teacher Characteristics,Educational Environment,Homework,School Statistics,Mathematics Curriculum,Science Curriculum

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at grades 4 and 8, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the seventh and most recent administration, in 2019, providing a 24-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, 2015, 2019 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS 2019 Technical Report and User's Guide provides an overview of the design and implementation of TIMSS 2019 in the United States and includes guidance for researchers using the U.S. datasets. Part 2 contains Appendix D: TIMSS 2019 Questionnaires. Part 3 contains Appendix E: TIMSS 2019 Questionnaire Adaptations and Appendix F: U.S. TIMSS 2019 Nonresponse Bias Analysis. [For &quot;U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS). Part 1. NCES 2022-049,&quot; see ED623028. For &quot;U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) (Continued). Part 3. Appendix E. NCES 2022-049,&quot; see ED623030.]
U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) (Continued). Part 3. NCES 2022-049
Author: Egan, Laura
Date: 2022-10-00
Type: Reports - Research
Subjects: Achievement Tests,Mathematics Achievement,Elementary Secondary Education,Foreign Countries,Mathematics Tests,International Assessment,Science Achievement,Science Tests,Questionnaires,Grade 4,Grade 8,School Surveys,Teacher Surveys,Student Surveys

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at grades 4 and 8, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has been administered every 4 years since 1995, with the seventh and most recent administration, in 2019, providing a 24-year trend line. The United States has participated in every administration of TIMSS, which includes 1995, 1999, 2003, 2007, 2011, 2015, 2019 for the eighth grade and all but 1999 for the fourth grade (when it was not administered internationally). TIMSS is designed to align broadly with mathematics and science curricula in the participating education systems and, therefore, to reflect students' school-based learning. Because it is an international study, TIMSS provides valuable benchmarking information on how U.S. students compare to students around the world. The U.S. TIMSS 2019 Technical Report and User's Guide provides an overview of the design and implementation of TIMSS 2019 in the United States and includes guidance for researchers using the U.S. datasets. Part 2 contains Appendix D: TIMSS 2019 Questionnaires. Part 3 contains Appendix E: TIMSS 2019 Questionnaire Adaptations and Appendix F: U.S. TIMSS 2019 Nonresponse Bias Analysis. [For &quot;U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS). Part 1. NCES 2022-049,&quot; see ED623028. For &quot;U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) (Continued). Part 2. Appendix D. NCES 2022-049,&quot; see ED623029.]