ethanporcaro/eric-fulltext-meta huggingface dataset:
Journeying through VET: A Case Study of Foundation Skills Learners. Research Report
Author: Circelli, Michelle
Date: 2022-00-00
Type: Reports - Research
Subjects: Vocational Education,Adult Literacy,Numeracy,Technological Literacy,Job Skills,Employment Potential,Employment Level,Foreign Countries,Student Characteristics,Outcomes of Education,Enrollment,Educational Attainment

Adult language, literacy, numeracy and digital skills (LLND), and employability skills (for example, collaboration, problem-solving and self-management) -- often referred to as foundation skills -- are key skills that: assist people to get a job and remain employed, look after their mental and physical health, and help them to participate in their community. The role of vocational education and training (VET) in assisting individuals to develop or improve these skills is of interest. The aim of this exploratory research was to learn more about those who undertake nationally recognised foundation skills programs after school and to investigate their training and employment outcomes. A key aspect of this research involved using the unique student identifier to track learners' pathways through VET based on the learner's enrolment status in a defined list of LLND and employment skills programs between 2016 and 2019. In doing so, the research identified four distinct groups of foundation skills learners, with each having varying student, program and provider characteristics [Funding for this report was provided through the Australian Government Department of Employment and Workplace Relations.]
Walsh-Suzzallo Arithmetics: By Grades, Fourth Year
Author: Walsh, John H.
Date: 1915-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Arithmetic,Elementary School Mathematics,Grade 4

This textbook is part of a series designed to give an elementary school child all the arithmetical power necessary to cope with the situations of common everyday life. This book covers fundamental elements of arithmetical manipulation and thought. Thus, a child who goes no farther than the fourth or fifth grade will be so familiar with essentials that he can readily learn more arithmetic by himself. The topics, problems, and processes are representative of the arithmetical facts, power, and skill that will be most useful to the average citizen. The methods of treating them have been garnered from the most successful teaching practice.
Composition Book by Grades. Eighth Year
Author: O'Shea, William J.
Date: 1915-00-00
Type: Historical Materials
Subjects: Textbooks,Writing Instruction,Writing (Composition),Grade 8,English Instruction

This textbook presents an eighth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time, furnishing the pupils with methodical instruction. A supplementary oral drill is provided for nearly every week in the school term. Each drill is intended to increase the vocabulary of the pupils and to afford practice in using the correct word or phrase at the proper time.
Composition Book by Grades. Fifth Year
Author: O'Shea, William J.
Date: 1912-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 5,Writing (Composition),English Instruction

This textbook presents a fifth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time, furnishing the pupils with methodical instruction. A supplementary oral drill is provided for nearly every week in the school term. Each drill is intended to increase the vocabulary of the pupils and to afford practice in using the correct word or phrase at the proper time.
Composition Book by Grades. Fourth Year
Author: O'Shea, William J.
Date: 1912-00-00
Type: Historical Materials
Subjects: Textbooks,Writing Instruction,Writing (Composition),Grade 4,English Instruction

This textbook presents a fourth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time, furnishing the pupils with methodical instruction. A supplementary oral drill is provided for nearly every week in the school term. Each drill is intended to increase the vocabulary of the pupils and to afford practice in using the correct word or phrase at the proper time.
Composition Book by Grades. Seventh Year
Author: O'Shea, William J.
Date: 1915-00-00
Type: Historical Materials
Subjects: Textbooks,Writing Instruction,Writing (Composition),English Instruction,Grade 7

This textbook presents a seventh-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time, furnishing the pupils with methodical instruction. A supplementary oral drill is provided for nearly every week in the school term. Each drill is intended to increase the vocabulary of the pupils and to afford practice in using the correct word or phrase at the proper time.
How School Boards Can Pursue New Directions to Help Schools Address Barriers to Learning and Teaching. A Center Brief
Author: Center for MH in Schools and Student/Learning Supports at UCLA
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Boards of Education,Board of Education Role,Behavior Problems,Learning Problems,Emotional Problems,Barriers,Intervention,At Risk Students,Evidence Based Practice,Behavior Modification,Resources

The number of students manifesting learning, behavior, and emotional problems far outstrips the ways schools deal with these matters. As school board members and administrators know, existing programs, services, and special initiatives tend to be fragmented and often engender fights over turf and counterproductive competition for sparse resources. Research indicates the fragmentation is a result of the marginalization of student and learning supports in school improvement policy. The nature and scope of need and the deficiencies in prevailing approaches underscore how essential it is to adopt a transformative perspective. From such a perspective, this brief highlights new directions for schools and districts and ways school boards can mobilize to help them move forward to end the marginalization of student/learning supports and unify available resources for addressing barriers to learning and teaching and develop them into a comprehensive and equitable system.
Composition Book by Grades. Sixth Year
Author: O'Shea, William J.
Date: 1912-00-00
Type: Historical Materials
Subjects: Textbooks,Writing Instruction,Writing (Composition),English Instruction,Grade 6

This textbook presents a sixth-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time, furnishing the pupils with methodical instruction. A supplementary oral drill is provided for nearly every week in the school term. Each drill is intended to increase the vocabulary of the pupils and to afford practice in using the correct word or phrase at the proper time.
Composition Book by Grades. Third Year
Author: O'Shea, William J.
Date: 1912-00-00
Type: Historical Materials
Subjects: Textbooks,Grade 3,Writing Instruction,English Instruction

This textbook presents a third-grade composition course stressing the different forms of language exercises--letters, narratives, descriptions, and expositions. This series of books aims to help the teacher by providing a systematic arrangement of subject-matter, thus saving the labor of searching for suitable material and, at the same time, furnishing the pupils with methodical instruction. A supplementary oral drill is provided for nearly every week in the school term. Each drill is intended to increase the vocabulary of the pupils and to afford practice in using the correct word or phrase at the proper time.
The Essential Facts of American History. Revised Edition
Author: Evans, Lawton B.
Date: 1920-00-00
Type: Historical Materials
Subjects: United States History,History Instruction,Foreign Policy,War

This textbook aims to make the history of the country interesting to children, and, therefore, easily learned and long remembered. The chapters cover epochs and the lessons are topics or events within the epoch. Each lesson is a unit in itself and should be so considered in teaching the text. Topics included in this book cover the old world; discovering and exploring the new world; early colonies in the new world; later colonies in the new world; establishment of the English; life in the colonies; the Revolutionary War; establishing the nation; the progress of the nation; sectional interests and discords; the Civil War; reconstruction and expansion; enterprises, inventions and industries; and the Word War.
Lessons in English. Book One
Author: Scott, Fred Newton
Date: 1906-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Grade 3,Grade 4,Grade 5,Grade 6,Elementary Education

This series of &quot;Lessons in English&quot; comprises two books. Book I, intended to be used within the third, fourth, fifth, and sixth grades, covers either two or three years, according to the amount of time allowed for language work, the age of the pupils, and their previous training. Book II (ED622251), contains a systematic course in grammar and a series of lessons in composition. The course seeks to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned; to help children to talk and write more freely about the many things that they see or know; to make children more and more observing; to make correct expression habitual; to secure the use of correct written forms; and to teach elementary grammar. Teachers will find a great variety of material which they can use in accordance with their best judgment. Exercises are given for copying, for dictation, for reproduction of what has been learned, or read, or heard; for picture study and description; for letter-writing; for recording the results of observation and experience; for the use of words and their synonyms; and for practice in the use of correct forms. [For the revised version of this textbook &quot;Lessons in English. Book One. Revised Edition,&quot; see ED622252.]
Lessons in English. Book Two
Author: Scott, Fred Newton
Date: 1906-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Grade 7,Grade 8,Grammar,Writing (Composition)

This series of &quot;Lessons in English&quot; comprises two books. Book I (ED622250), intended to be used within the third, fourth, fifth, and sixth grades, covers either two or three years, according to the amount of time allowed for language work, the age of the pupils, and their previous training. Book II contains a systematic course in grammar and a series of lessons in composition. It amply provides for the English work of the three higher grammar grades. The course aims to place before the student an orderly and intelligible statement of the principles that determine the structure of words and sentences, furnish exercises for practice, and continue at a higher level the work in composition pursued in the lower grades. Teachers will find a great variety of material which they can use in accordance with their best judgment. Exercises are given for copying, for dictation, for reproduction of what has been learned, or read, or heard; for picture study and description; for letter-writing; for recording the results of observation and experience; for the use of words and their synonyms; and for practice in the use of correct forms. [For the revised version of this textbook &quot;Lessons in English. Book Two. Revised Edition,&quot; see ED622253.]
Lessons in English. Book One. Revised Edition
Author: Scott, Fred N.
Date: 1916-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Grade 3,Grade 4,Grade 5,Grade 6,Elementary Education

This series of &quot;Lessons in English&quot; comprises two books. Book I, intended to be used within the third, fourth, fifth, and sixth grades, seeks to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned; to help children to talk and write more freely about the many things that they see or know; to make children more and more observing; to make correct expression habitual; to secure the use of correct written forms; and to teach elementary grammar. Book II (ED622253) is intended to cover the work of the seventh and eighth grades. Teachers will find a great variety of material which they can use in accordance with their best judgment. Exercises are given for copying, for dictation, for reproduction of what has been learned, or read, or heard; for picture study and description; for letter-writing; for recording the results of observation and experience; for the use of words and their synonyms; and for practice in the use of correct forms. [For the original version of this textbook &quot;Lessons in English. Book One,&quot; see ED622250.]
Lessons in English. Book Two. Revised Edition
Author: Scott, Fred N.
Date: 1916-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Grade 7,Grade 8,Grammar,Writing (Composition)

This series of &quot;Lessons in English&quot; comprises two books. Book I (ED622252) is intended to be used within the third, fourth, fifth, and sixth grades. Book II is intended to cover the work of the seventh and eighth grades. It seeks to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned; to help children to talk and write more freely about the many things that they see or know; to make children more and more observing; to make correct expression habitual; to secure the use of correct written forms; and to teach elementary grammar. Teachers will find a great variety of material which they can use in accordance with their best judgment. Exercises are given for copying, for dictation, for reproduction of what has been learned, or read, or heard; for picture study and description; for letter-writing; for recording the results of observation and experience; for the use of words and their synonyms; and for practice in the use of correct forms. [For the original version of this textbook &quot;Lessons in English. Book Two,&quot; see ED622251.]
2020-2021 Concurrent Enrollment Report. 2022 Report
Author: California Community Colleges, Chancellor's Office
Date: 2022-03-01
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Community Colleges,Two Year College Students,Full Time Students,School Districts,Part Time Students,Dual Enrollment,High School Students,Summer Schools,Grades (Scholastic),Noncredit Courses,College Credits,Physical Education,Educational Legislation

Education Code section 76002 requires the California Community Colleges Chancellor's Office to prepare and submit a report each year on the number of full-time equivalent students (FTES) claimed by each community college district for special part-time and special full-time students for the preceding academic year in each of the following class categories: (1) Noncredit; (2) Nondegree-applicable; (3) Degree-applicable, excluding physical education; and (4) Degree-applicable physical education. Community colleges traditionally serve special part-time and special full-time students through concurrent enrollment programs. Such programs are offered primarily through early- and middle-college high schools, college and career access pathways (CCAP) partnerships, and stand-alone programs. Table 1 summarizes the number of FTES claimed for special part-time and special full-time students for each community college district in 2020-21. Table 2 shows systemwide FTES data for multiple fiscal years. Education Code section 48800 requires the Chancellor's Office to report the number of systemwide summer session students with passing grades for multiple fiscal years. Table 3 displays that data, showing year-to-year percentage change. [For the 2020 report, see ED622263.]
Social Policy Gone Bad Educationally: Unintended Peer Effects from Transferred Students. Discussion Paper No. 1851
Author: Genakos, Christos
Date: 2022-04-00
Type: Reports - Research
Subjects: Public Policy,Educational Policy,College Transfer Students,Foreign Countries,Student Characteristics,Academic Achievement,Socioeconomic Status,Peer Influence,Undergraduate Students

Policy makers frequently use education as a welfare policy instrument. We examine one such case, where students from large and financially constrained families, were given the opportunity to be transferred to university departments in their hometown as part of the social policy of the Ministry of Education in Greece. Multiple law changes meant that there was a large and quasi-random variability in the number of transferred students over time, which was orthogonal to the quality of receiving students. We construct a novel dataset by linking students' characteristics and pre-university academic performance with their university academic record until graduation for the top economics department. We present consistent evidence showing how a social policy that is meant to help poor families and to alleviate inequalities has gone bad educationally, by lowering the academic performance of receiving students. [This paper was produced as part of the Centre's Education &amp; Skills Programme. Financial support was provided by Drasi II (2019/2020) AUEB.]
The Research University, Invention and Industry: Evidence from German History. Discussion Paper No. 1856
Author: Dittmar, Jeremiah
Date: 2022-06-00
Type: Reports - Research
Subjects: Research Universities,Educational History,Foreign Countries,Scientific Attitudes,Political Influences,Manufacturing,Industry,Technology,Intellectual Property,School Business Relationship,College Role,Economic Progress

We examine the role of universities in knowledge production and industrial change using historical evidence. Political shocks led to a profound pro-science shift in German universities around 1800. To study the consequences, we construct novel microdata. We find that invention and manufacturing developed similarly in cities closer to and farther from universities in the 1700s and shifted towards universities and accelerated in the early 1800s. The shift in manufacturing was strongest in new and high knowledge industries. After 1800, the adoption of mechanized technology and the number and share of firms winning international awards for innovation were higher near universities. [This paper was produced as part of the Centre's Growth Programme.]
Statistics of State School Systems, 1961-62. Final Report. OE-20020-62
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1964-00-00
Type: Historical Materials
Subjects: School Statistics,Elementary Secondary Education,Public Schools,Enrollment,Administrative Organization,School Organization,Educational Trends,Attendance,Student Transportation,Lunch Programs,Income,Expenditures,Institutional Characteristics,School Personnel,Teacher Student Ratio,High School Graduates

This report presents comprehensive statistics on the organization, staff, pupils, and finances of the regular full-time public elementary and secondary day schools in the 50 states, the District of Columbia, and the outlying areas of the United States. Detailed data are given for the survey year 1961-62 as well as historical data for selected items of information--in some instances as far back as 1869-70. Also included in this report are actual or (estimated data on the number of full-time non-public regular day schools and on their enrollment and instructional staff. In addition, national (but not State) enrollment figures are given for the following types of schools: (a) Elementary and secondary departments of institutions of higher education, (b) federally operated schools on federal installations, (c) Federal schools for Indians, and (d) residential schools for exceptional children. A recapitulation of the types of schools that operate at the elementary and secondary levels, the size of the enrollments, and the information source for each type of school is given in table A. Excluded from the survey are data for private correspondence schools, commercial and trade schools, and private schools of art, music, and dancing, of less than college grade. Initial tables provide a historical summary of public school statistics; and data on school administrative units and state, local, and regional education agencies. Subsequent tables provide data on a state-by-state basis on the number of school systems, the school age population, enrollment, average daily attendance, high school graduates, instructional staff, and the school lunch program. Concluding tables present data on financing public elementary and secondary school systems, including revenue and nonrevenue receipts for public schools, total expenditures, current expenditures, capital outlays, interest on school debt, status of school bonds, value of school property, average annual salary of instructional staff, and expenditures per pupil. Beginning in 1959-60, Alaska and Hawaii are included in the totals for the United States and in the totals for the West-and-Southwest region, but the figures for these states are not included in the regional or national totals prior to 1959-60. In those tables which present historical biennial data by state, Alaska and Hawaii are shown in the West and Southwest region, but the figures for these States are not included in the regional or national totals prior to 1959-60. Data for this report were furnished by departments of education of states and outlying areas.