ethanporcaro/eric-fulltext-meta huggingface dataset:
Child Classics. The Fourth Reader
Author: Alexander, Georgia
Date: 1909-00-00
Type: Historical Materials
Subjects: Classics (Literature),Reading Lists,Biographies,Textbooks,Teaching Methods,Authors,Reading Instruction

This textbook is a reader intended to develop children's taste for classic, diverse works. In addition to providing a definite and flexible method for teaching beginners to read, effort has been made to include only material that may justly be called classic and that have held up under repeated school use. Care has also been taken to present a variety of appeal through the heroic, the imaginative, the humorous, the ethical and the realistic. Special attention has been given to the biographies of authors in the desire to make them interesting as well as instructive. Lists of books for home reading are included in the Third, Fourth and Fifth Readers, not only for the direction of the child and the guidance of the teacher, but also to obtain the cooperation of parents in fixing in habit the taste for good literature created by the text books themselves. The notes appended for study have been prepared, not only to explain the text, but to further the child's interest in the author and the selection. At the end of each book will be found suggestions to teachers.
Better English for Beginners
Author: Jeschke, H.
Date: 1928-00-00
Type: Historical Materials
Subjects: English Instruction,Textbooks,Novices

This textbook for beginners seeks to help pupils take an interest in the quality of their English and speak more correctly, more effectively and more agreeably, and to write with due regard for the essentials of good form. Until the language lesson is understood to be distinctively a lesson in craftsmanship, it will contribute little or nothing to the improvement of the pupil's speaking or writing. It is this fresh and fruitful understanding of the problem that the present textbook stresses in every lesson. This textbook includes the technique of preparation, which is learned in learn-to-study exercises that combine directed study and silent reading.
Beginners&apos; Book in Language. A Book for the Third Grade
Author: Jeschke, Harry
Date: 1918-00-00
Type: Historical Materials
Subjects: Grade 3,Teaching Methods,English Instruction,Textbooks,Fairy Tales,Literary Genres,Story Telling,American Indians,Fantasy,Learning Activities,Oral Language,Writing Skills,Elementary School Students

This textbook for the third grade provides a series of schoolroom situations to give pupils experiences in speaking and writing good English. The situations include child life and the heroic aspects of mature life, fairies and fairyland, and the outer world, particularly animal life. Then, each situation is considerably extended, not only that interest may be conserved but also that it may be cumulative. This textbook offers an interwoven unity of nearly a dozen inclusive groups of interrelated lessons, exercises, drills, and games. Among these groups are the fairy group, the Indian group, the fable group, the valentine group, and the circus group. These groups or situations call for much physical activity, pantomime, and dramatization. They provide for story-telling of great variety; for instruction and practice in punctuation, capitalization, and other points of form; for habit-creating drills in good English; for correct-usage games; for simple letter writing; for novel exercises in book making; and for the improvement by the pupils themselves of their oral and written composition.
Elementary Arithmetic, or, Second Book of a Series of Mathematics
Author: Baker, Andrew H.
Date: 1878-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Elementary Education,Arithmetic

This textbook provides not only a mathematical basis, but also a scientific structure. Blackboard exercises are included, and great facility in comprehending the combinations and divisions of numbers will be acquired by this method.
How Comprehensive Student Success Programs Learned and Adapted through COVID-19
Author: Brown, Catherine
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: College Programs,Success,Academic Achievement,COVID-19,Pandemics,Evidence Based Practice,Program Effectiveness,Graduation Rate,Part Time Students,Enrollment,College Credits,Eligibility

TICAS, in partnership with MDRC and LEO, has worked for more than a year and a half with a community of seven evidence-based college completion programs. These programs, which span the country geographically, all employ a similar model that uses counselors, coaches, or case managers to connect students with a range of support -- personal, financial, and academic -- to help them complete college. All have also undergone rigorous evaluations that have shown statistically significant impacts on college persistence, completion, and student earnings after graduation. We met with them in February and again in May to discuss their experience over the last two years and to learn how they have adapted to keep as many students on track to graduate as possible. This paper summarizes those lessons learned and offers some insights for the field on innovative approaches to recruiting and retaining students during a time of enormous pressure and upheaval. [This report was authored with support from Bottom Line, CUNY ASAP | ACE, InsideTrack, NISS, One Million Degrees, Project QUEST, and Stay the Course.]
How Reforming Income-Driven Repayment Can Reduce the Burden of Student Debt
Author: Streeter, Michele
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Income,Student Financial Aid,Loan Repayment,Student Loan Programs,Educational Change,Debt (Financial),Program Design,College Students

Despite the availability of income-driven repayment (IDR) plans--and significant improvements to program design and generosity over time--too many federal student loan borrowers?continue to struggle with repayment. Many struggling borrowers never enroll in an IDR plan; even for some who do,?income-based monthly payments can?still be too high. Borrowers also struggle to navigate the bureaucratic hurdles of enrolling in and staying enrolled in?IDR plans. For IDR?to better?protect borrowers from unaffordable payments, keep borrowers out of default, and provide a reliable light at the end of the tunnel, policymakers must make significant reforms to IDR design and implementation. These forward-looking design changes must be made alongside ongoing efforts to address historic shortcomings of the IDR system. &quot;How Reforming Income-Driven Repayment Can Reduce the Burden of Student Debt&quot; focuses on two key design changes that will help reduce the burden of debt for millions of borrowers: (1) increasing the amount of a borrower's income that is &quot;protected&quot; from the IDR payment formula and (2) shortening the maximum repayment period. [This report was written with contributions from Jessica Thompson and J. Oliver Schak.]
Junior Mathematics. Book One. [1924]
Author: Breslich, Ernst R.
Date: 1924-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Mathematical Concepts,Textbooks,Secondary School Mathematics

Familiarity with modern methods of measurement and skill in doing quantitative thinking are essential. This text offers a &quot;general&quot; course intended for those who continue studies in the senior high school as well as for those who do not continue. It aims to contribute to the pupil's liberal education by preparing him to understand the quantitative aspects of contemporary civilization. Since this is a first course in secondary school mathematics, it presupposes knowledge of the fundamental operations with whole numbers, with common fractions, and with decimals. As soon as proficiency in these operations has been attained, the pupil is prepared to take up the study of this course. The following aims have been set up in the selection and organization of material: (1) The material used must fill a real need in the life of the pupil. It must be useful to him in his present school studies as well as in preparing him to perform activities in later life. It must have social value; (2) The material must be adapted to the abilities of pupils of the early adolescent period and he within their experience; (3) It is not sufficient to teach mathematics merely as a body of principles. There ought also to result training in mathematical methods of thought, effective habits of study as applied to mathematical situations, a conviction of the universal applicability of powers of concentration, and insight into the method of sound generalization in any field; (4) Quantitative relations are to be studied in three ways: geometrically, as in length, area, and graphs; algebraically, as in formulas, equations, and functions; and arithmetically, as in tables and evaluation. An abundance of work in arithmetic has been provided. The arithmetic aims to secure proficiency in the fundamental manipulative processes needed in the course of ordinary life and in the acquisition of further mathematical knowledge. Arithmetic is reviewed mainly through applications found within the domain of child life, through wide experiences in many situations. Thus, the arithmetic has changed from the formal drill process used in the lower grades, to a process of assimilation through application. The method of approach is inductive. This is the method of the beginner. The main object is thorough understanding of the concepts to be derived from numerous instances familiar to the pupil by means of examining, contrasting, and comparing. [For the 1925 edition, see ED623272. For Book Two, see ED623273.]
Junior Mathematics. Book One. [1925]
Author: Breslich, Ernst R.
Date: 1925-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Mathematical Concepts,Textbooks,Secondary School Mathematics

Familiarity with modern methods of measurement and skill in doing quantitative thinking are essential. This text offers a &quot;general&quot; course intended for those who continue studies in the senior high school as well as for those who do not continue. It aims to contribute to the pupil's liberal education by preparing him to understand the quantitative aspects of contemporary civilization. Since this is a first course in secondary school mathematics, it presupposes knowledge of the fundamental operations with whole numbers, with common fractions, and with decimals. As soon as proficiency in these operations has been attained, the pupil is prepared to take up the study of this course. The following aims have been set up in the selection and organization of material: (1) The material used must fill a real need in the life of the pupil. It must be useful to him in his present school studies as well as in preparing him to perform activities in later life. It must have social value; (2) The material must be adapted to the abilities of pupils of the early adolescent period and he within their experience; (3) It is not sufficient to teach mathematics merely as a body of principles. There ought also to result training in mathematical methods of thought, effective habits of study as applied to mathematical situations, a conviction of the universal applicability of powers of concentration, and insight into the method of sound generalization in any field; (4) Quantitative relations are to be studied in three ways: geometrically, as in length, area, and graphs; algebraically, as in formulas, equations, and functions; and arithmetically, as in tables and evaluation. An abundance of work in arithmetic has been provided. The arithmetic aims to secure proficiency in the fundamental manipulative processes needed in the course of ordinary life and in the acquisition of further mathematical knowledge. Arithmetic is reviewed mainly through applications found within the domain of child life, through wide experiences in many situations. Thus, the arithmetic has changed from the formal drill process used in the lower grades, to a process of assimilation through application. The method of approach is inductive. This is the method of the beginner. The main object is thorough understanding of the concepts to be derived from numerous instances familiar to the pupil by means of examining, contrasting, and comparing. [For the 1924 edition, see ED623271. For Book Two, see ED623273.]
Junior Mathematics. Book Two
Author: Breslich, Ernst R.
Date: 1925-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Secondary School Mathematics,Textbooks,Geometry,Algebra

his is the second volume of a series of textbooks on junior high-school mathematics. Like the first volume, it is organized on the principles that were stated in the preface of Book One. Geometry is the basis of the first part of this course. By actual measurement formulas are developed for finding the areas of triangles, quadrilaterals, and the circle. In these formulas quadratic terms and polynomials make their appearance and some of the fundamental operations with integral numbers are taught. Then follows a study of the common solids which leads to algebraic terms and polynomials of the third degree. Algebra in the first half of this course is a tool subject. Algebraic notation is used because it is helpful and because it simplifies discussions of geometry. In the second half of Book Two emphasis is transferred from geometry to algebra. Positive and negative numbers are introduced. Geometry is now used to illustrate and to make concrete the meaning of abstract algebraic concepts and operations. Opportunities for arithmetical computation and for problem solving are offered everywhere to help the pupil attain a high degree of accuracy in arithmetical work. [For Book One (1924), see ED623271. For Book One (1925), see ED623272.]
English Taught Inductively. Book I
Author: Cabell, Elvira Daniel
Date: 1911-00-00
Type: Historical Materials
Subjects: English Instruction,Grade 4,Grade 5,Grade 6,Elementary School Students,Textbooks

This English textbook aims to foster and guide children's natural interests. The material is organized in three divisions, designed for use in the fourth, fifth, and sixth grades, respectively. The offering for the fourth year is greater in amount than that for the fifth and sixth years, in the expectation that some of it, if not adapted to the need of the children in the place in which it occurs, may be found available at a later time.
English Taught Inductively. Book II
Author: Cabell, Elvira Daniel
Date: 1911-00-00
Type: Historical Materials
Subjects: English Instruction,Grade 7,Grade 8,Elementary School Students,Textbooks

This English textbook is designed for the seventh and eighth grades of the elementary school. Like Book One (ED623274) of the same series, it lays stress on spoken language and aims throughout rather to lead the pupils to see the value of correct and accurate language and desire to use it, than formally to cover any mapped-out field of knowledge. In respect to the various kinds of work included under the catch-all title of English, the intention has been to secure for each piece of literature an opportunity to make its own appeal and, secondly, to make clear to the pupils the very living and constant relation between literature and any honest effort of their own toward adequate expression. In the lessons in grammar as much use as possible of the text of the book is suggested as a practical means of showing this relation. In the treatment of written composition, the effort has been made to show' that it is possible to bring about a good degree of interest and efficiency without reliance upon &quot;models'' drawn from literature. In regard to these points, however, as to all others, the effort has been to take no extreme position, but to furnish a variety of material and suggestion, assuming that teachers will select from both as they think good.
Elements of Astronomy, for Schools and Academies. With Explanatory Notes, and Questions for Examination. A New Edition, Revised
Author: Brocklesby, John
Date: 1867-00-00
Type: Historical Materials
Subjects: Astronomy,Textbooks,Scientific Concepts

This textbook can be used in astronomy courses for schools and academies. Explanations are based upon the real motions of the heavenly bodies. The mode of ascertaining the distances and magnitudes of the heavenly bodies is so simplified that any student who understands the rule of proportion can readily comprehend it. Scientific terms and expressions are explained by footnotes on the pages in which they occur, with illustrations and information to elucidate the text.
McGuffey&apos;s Eclectic Spelling-Book. Revised Edition. Eclectic Educational Series
Author: McGuffey, William Holmes
Date: 1879-00-00
Type: Historical Materials
Subjects: Spelling,Spelling Instruction,Textbooks

This revised speller conforms in orthography, pronunciation, and syllabication to the latest edition of Webster's Unabridged Dictionary. Exercises have been given on each of the distinctive marks used in the book, as seen by reference to Lessons 36-57. A number of lessons have been added in the department of prefixes and suffixes, and now nearly all the more common of these etymological principles have been explained. (See Lessons 136-167.) Several distinct lessons on pronunciation are given, and towards the close of the book numerous lessons of difficult words in orthography have been introduced. [This edition was revised by W. B. Watkins.]
&quot;Flipping the Language Classroom:&quot; Effects of Gamifying Instruction in the English Language Proficiency of Filipino ESL Students
Author: Orejuela, Jerome G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Game Based Learning,Language Proficiency,Grade 8,Junior High School Students,Instructional Effectiveness,Comparative Analysis,Intervention,Pretests Posttests,Language Tests,Achievement Gains,Reading Comprehension,Vocabulary Development,Grammar,Laboratory Schools

The study aimed to determine the effectiveness of gamifying instruction in the English language proficiency of Grade 8 Filipino ESL students in one University in Bicol, Philippines, that offers Junior High School. The quasi-experimental single pretest-posttest design was used in the study. The researcher-made test which underwent series of validation was given before and after the intervention period to determine the level of English proficiency and level of effectiveness of the games. Statistical treatment was done employing frequency count, T-test and Analysis of Variance (ANOVA). The findings revealed that there was significant difference between the pretest and posttest of the respondents using gamification. Thus, it can be inferred that the games helped in improving the level of English proficiency of the Grade 8 students. The statistical test results disclosed further that the effectiveness of the three games introduced to the students were significantly high. With these findings, it was recommended that language teachers should use gamification as supplementary instructional material in improving the English proficiency of the students.
First Book in General Mathematics
Author: Atwell, Robert King
Date: 1917-00-00
Type: Historical Materials
Subjects: Mathematics Education,Textbooks,Secondary School Mathematics

This textbook is based on the idea that there should be an intermediate high school course that will sum up the arithmetic of the grades, and give some insight into the coming mathematical problems of algebra and geometry, especially if this course is linked up with work in mechanical drawing, manual training and elementary surveying. Such a course enables students to see the application of mathematical theories, and have the pleasure of actually accomplishing something in the way of a simple surveying instrument and a map of the locality.
Longmans&apos; &apos;Ship&apos; Literary Readers. Book I
Date: 1898-00-00
Type: Historical Materials
Subjects: Textbooks,Elementary School Students,Lesson Plans,Word Lists,Reading Instruction

This textbook is a elementary grade reader that contains 43 lessons. A list of words to be taught are presented at the beginning of each lesson.
Longmans&apos; &apos;Ship&apos; Literary Readers. Book II
Date: 1898-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Elementary School Students,Word Lists,Lesson Plans

This textbook is a elementary grade reader that contains 44 lessons. A list of words to be taught are presented at the beginning of each lesson. [For &quot;Longmans' 'Ship' Literary Readers. Book I,&quot; see ED623280.]
Longmans&apos; &apos;Ship&apos; Literary Readers. Book III
Date: 1898-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Elementary School Students,Lesson Plans,Word Lists

This textbook is a elementary grade reader that contains 60 lessons. A list of words to be taught are presented at the beginning of each lesson. [For &quot;Longmans' 'Ship' Literary Readers. Book II,&quot; see ED623281.]
The Development of Self-Regulation in Young Children
Author: McClelland, Megan M.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Self Management,Young Children,Child Development,Socioeconomic Influences,Risk,Skill Development,Child Behavior,Executive Function,Academic Achievement,Measurement Techniques,Intervention

Self-regulation has been established as a key mechanism associated with a variety of outcomes, including school readiness (Blair &amp; Razza, 2007; McClelland, Cameron, Connor, et al., 2007; Morrison, Ponitz, &amp; McClelland, 2010), academic achievement (Cameron Ponitz, McClelland, Matthews, &amp; Morrison, 2009; Duckworth, Tsukayama, &amp; May, 2010; Li-Grining, Votruba-Drzal, Maldonado-Carren~o, &amp; Haas, 2010; McClelland, Acock, &amp; Morrison, 2006), and long-term health and educational outcomes (McClelland, Acock, Piccinin, Rhea, &amp; Stallings, 2013; Moffitt et al., 2011). Researchers have described self-regulation from a diverse set of perspectives and experts agree that self-regulation has important implications for individual health and well-being starting early in life (Geldhof, Little, &amp; Colombo, 2010; McClelland, Cameron Ponitz, Messersmith, &amp; Tominey, 2010). In this chapter, we describe the development of self-regulation in young children. We begin by defining self-regulation and related constructs, and then discuss how self-regulation develops over time and how socio-demographic risk plays a role in this development. We then focus on the importance of self-regulation for school success and as a protective factor. Although we highlight children living in a North American context, we also connect findings and research to children in other countries. We discuss how to best measure these skills in young children and advances in interventions to promote self-regulation. Finally, we discuss implications for research and practice. [This chapter was published in: &quot;The SAGE Handbook of Developmental Psychology and Early Childhood Education,&quot; edited by D. Whitebread, et al., SAGE Publications, Limited, 2019, pp. 471-486.]