ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Readers: Book III [1897]
Author: Murche, Vincent T.
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Science Instruction,Grade 3,Grade 4,Elementary School Science

This textbook is the third in a series of science readers adapted to Secondary Grades comprising pupils who are in their third and fourth years of school work. The lessons are progressive, each one of the series being built on the facts taught in the previous lesson. Moreover, the subject matter--the properties of bodies; the nature, growth, and structure of plants; the common types of animals; minerals and metals; the phenomena relating to weather; in short, all the conditions which surround us--is exactly the science which should he taught in the elementary schools. [For Book II, see ED623471.]
Science Readers: Book IV [1897]
Author: Murche, Vincent T.
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Science Instruction,Elementary School Science

This textbook is fourth in a series of science readers with reading a subject matter suitable for Grammar Grades. The lessons themselves are sufficiently full and definite to enable the teacher to find out for herself both the matter and method for the preliminary lessons, whenever such are needed. [For Book III, see ED623472.]
Personalizing the Learning and Work Experiences of Young Adults: How to Balance Youth-Centered and Demand-Driven Talent
Author: Ndiaye, Mamadou
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Talent Development,Young Adults,Employers,Labor Needs,Student Needs,Academic Aspiration,Individualized Instruction,Labor Force Development,Education Work Relationship,Career Readiness,Student Interests

As the economy struggles to recover from the pandemic and the ensuing volatility and labor shortages, leaders in the field of young adult talent development are seeing a need to develop approaches that equally address both the talent needs of employers and the education and training aspirations of young adults. This brief explores how personalized learning approaches can be used to support and balance the interests of the supply and demand sides in young adult talent development.
Science Readers. Book I
Author: Murché, Vincent T.
Date: 1896-00-00
Type: Historical Materials
Subjects: Science Education,Reading Materials,Textbooks

This series of reading books forms the natural complement of the author's previous book, published last year for the use of teachers. In the first lesson of this first reader students are introduced to three children, who amuse themselves in this way over the favorite lesson of the day. They deal with each subject as it comes, in their own simple language, missing no point of importance, and quoting the words and advice of their teacher; and it is hoped that the young readers who follow them through these lessons will catch something of the enthusiasm and earnestness which characterise them as they advance step by step from very small beginnings to a real understanding of the elementary facts of natural science. Short summaries of the lessons are given at the end of the book, and the whole series is fully illustrated, in order to show everything that has a direct bearing on the matter before the class, and to enable children to recall the teaching and experiments of the object lessons themselves. [Cover title varies: &quot;Murché's Science Readers. Book I.&quot;]
Science Readers. Book II
Author: Murché, Vincent T.
Date: 1896-00-00
Type: Historical Materials
Subjects: Science Education,Reading Materials,Textbooks

In this, the second volume of the series, the three children, in their evening home amusements, are still following their teachers lessons, by easy, simple, and natural stages. The great aim has been to cultivate, from the first, habits of observation and correct reasoning. To this end every lesson is built upon some previous teaching, and the gradual development of the scheme proceeds on a sure foundation. The author relies upon this, together with the constant recapitulation of acquired truths, and the natural bond of sympathy between child and child, to make these readings attractive, and secure the solid advancement of his young readers, without any appreciable effort on their part. The short summaries of the lessons at the end of the book will be found invaluable aids, as they contain, in a nutshell, all the salient points of the teaching. [Cover title varies: &quot;Murché's Science Readers. Book II.&quot; For Book I, see ED623476.]
Towards the Development of 3D Engine Assembly Simulation Learning Module for Senior High School
Author: Miranda, John Paul P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Manufacturing,Engines,High School Students,Educational Technology,Technical Education,Vocational Education,Foreign Countries,Learning Laboratories

Purpose: The focus of the study is to develop a 3D engine assembly simulation learning module to address the lack of equipment in one senior high school in the Philippines. Method: The study used mixed-method to determine the considerations needed in developing an application for educational use particularly among laboratory/practical subjects like engine assembly. The study used ISO 25010 quality standards in evaluating the application (n = 153 students and 3 ICT experts). Results: Results showed that the application is moderately acceptable (overall mean = 3.52) under ISO 25010 quality standards. Conclusion: The study created an engine simulation learning assembly in which teachers can use to augment their lesson. The study also highlights the applicability of using 3D-related technologies for practical and laboratory subjects particularly highly technical-related subjects. Recommendations: Future studies may develop a similar application in the same context using mobile and other emerging technology (i.e., Virtual Reality, Augmented Reality) as well as making the content more customizable. Effectivity of the system in an actual setting is also worth pursuing. Research Implications: The study highlighted the potential use of 3D technology in a classroom setting.
Science Readers. Book III
Author: Murché, Vincent T.
Date: 1895-00-00
Type: Historical Materials
Subjects: Science Education,Reading Materials,Textbooks

This, the third volume of the series, completes what may be regarded as the first part of the course laid down in the teachers' books. It has dealt in a simple way with the commonest properties of bodies; with the nature, growth, and structure of plants in general; and with some of the leading types of the animal creation. In these early books the subjects have been treated entirely from the children's point of view, couched in children's language, with surroundings which will appeal to children's tastes and sympathies; and thus the way is paved for the more systematic and thorough treatment which follows in the later volumes. The evening chats of the three children necessarily come to an end with Book III. In the next volume the numerous experiments and the more exact teaching imperatively demand the presence of a zealous, sympathetic, and painstaking teacher, such as is presented in the person of Mr. Wilson, who takes the boys through the remainder of the course. [Cover title varies: &quot;Murché's Science Readers. Book III.&quot; For Book II, see ED623477.]
Science Readers. Book V
Author: Murché, Vincent T.
Date: 1897-00-00
Type: Historical Materials
Subjects: Science Education,Reading Materials,Textbooks

Following on the lines of its predecessor, this, the fifth book of the series, aims at still further expanding and developing the truths and principles taught in the earlier books. Comprehensive as the whole scheme is, the young reader will scarcely experience a difficulty in grasping any one subject, because the way has been carefully prepared beforehand, step by step. They see at once that the various developments are the natural outcome of what has gone before! Each lesson from the companion book, the teacher's manual, is here reproduced, in an easy, chatty style, from the child's own standpoint. It is felt that these readings, used as a supplementary aid to the oral lessons cannot fail to rivet the teaching on the mind. This volume, like the rest, has been profusely illustrated; but every picture is meant to be a real teaching aid, both in respect to the lessons on animal and plant life, and in the experimental lessons. It should be observed that some of the subjects do not lend themselves to pictorial illustration so readily as others. It is on this account, and to prevent one section of the book from becoming less attractive to the child than another, that the subjects have been intermingled in these reading lessons. Any book with the bulk of its illustrations in one or two sections, would be a fatal mistake, so far as the child was concerned. The teacher, who uses these readers to supplement the oral lessons, will find each subject, and every part of each subject, in its natural order, although the readings are interspersed one with another. This remark applies equally to each book of the series. [Cover title varies: &quot;Murché's Science Readers. Book V.&quot;]
Science Readers. Book VII
Author: Murché, Vincent T.
Date: 1912-00-00
Type: Historical Materials
Subjects: Science Education,Reading Materials,Textbooks

This book, like the others of the series, is intended to supplement the teacher's lessons, not to take their place; and if it is used in this way, with the help of the summaries, it cannot fail to drive home the experimental teaching. It does not profess, as a textbook, to deal exhaustively with the subjects of which it treats. In each section a few simple lessons have been chosen with the object of leading up to a definite goal. The clock, spectacles and other glasses, the mariner's compass, the lightning conductor, and so forth, are all of them common things, which must set an intelligent boy thinking; and the purpose of the lessons will be accomplished if they become an incentive to the pupil to follow up the study of these interesting subjects, whose threshold they have crossed in this simple way. [Cover title varies: &quot;Murché's Science Readers. Book VII.&quot;]
Primer of Scientific Knowledge: Man, Animals, Plants, Stones, the Three States of Bodies--Reading, Lessons, Summaries, Questions, Subjects for Composition
Author: Bert, Paul
Date: 1888-00-00
Type: Historical Materials
Subjects: Textbooks,Science Instruction,Anatomy,Zoology,Plants (Botany),Geology,Chemistry,Physics

This textbook presents basic science to children during two or three consecutive years with an increasing number of facts and a progressive elevation of ideas. Special knowledge of things and the general development of the mind are attained by this method of repetition, but avoids monotony. The author has tried to keep clear of this danger by giving to the book a more elementary and at the same time more practical character. In the present translation only such changes and additions have been made as were necessary to Americanize the book and adapt it to the requirements of public and private schools in the U.S. [Translation by T. W. Gilson.]
Principles of Zoology, Touching the Structure, Development, Distribution, and Natural Arrangement of the Races of Animals, Living and Extinct, with Numerous Illustrations. Part I. Comparative Physiology: For the Use of Schools and Colleges. New Revised Edition
Author: Agassiz, Louis
Date: 1873-00-00
Type: Historical Materials
Subjects: Textbooks,Zoology,Science Education,Illustrations,Physiology

This textbook provides the foundation for a course in zoology. Popular names have been employed as far as possible, but the technical terms have been added in brackets. The design of this work is to furnish an epitome of the leading principles of the science of zoology, as deduced from the present state of knowledge, so illustrated as to be intelligible to the beginner. No similar treatise now exists in this country, and, indeed, some of the topics have not been touched upon in the English language, unless in a strictly technical form, and in scattered articles. Being intended for American students, the illustrations have been drawn, as far as possible, from American objects: some of them are presented merely as ideal outlines, which convey a more definite idea than accurate sketches from nature; others have been left imperfect, except as to the parts especially in question; a large proportion of them, however, are accurate portraits from original drawings. The first part is devoted to comparative anatomy, physiology, and embryology, as the basis of classification, and also to the illustration of the geographical distribution and the geological succession of animals; the second to systematic zoology, in which the principles of classification are applied, and the principal groups of animals are briefly characterized.
English Learner Guidebook. Revised [2022]
Author: Indiana Department of Education
Date: 2022-08-00
Type: Guides - General
Subjects: English Language Learners,English (Second Language),Second Language Learning,Guides,Identification,Access to Education,Student Evaluation,Learner Engagement,Educational Finance,Family Involvement

Over 129,000 Indiana students speak a language other than English at home, and there are over 295 different languages represented in Indiana schools. Of these, over 77,000 students have been formally identified as ELs due to limited proficiency in speaking, listening, reading, and writing academic English. ELs comprise roughly 6% of Indiana's total student population, and they are enrolled in schools and districts in every corner of the state. Some EL students are immigrants and refugees, but the vast majority of Indiana's ELs were born in the United States. ELs have rich potential--culturally, linguistically, and academically. Indiana assessment data shows that students who achieve fluency in English often outperform native-speaking peers on statewide content assessments. Whether a local educational agency (LEA) has one EL or thousands, they are obligated to meet certain federal requirements for their students. This document is designed as a reference for district and school personnel working with ELs as they provide support and guidance throughout their educational journey. This guidance presents a compilation of information, examples, and resources directly for local use. [For the previous edition, see ED607735.]
The Three Ingredients of Successful Data Projects
Author: Yang, Edith
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Data,Data Use,Program Improvement,Cooperation,State Agencies,Design

The Center for Data Insights at MDRC has partnered with organizations to develop and execute a variety of data projects, some with long-standing partners that have participated in MDRC's long-term evaluations; others with newer partners that are just beginning to use data for program improvement. Important lessons about the essential ingredients for implementing successful data projects have emerged from this collaborative work. This brief discusses these ingredients in the context of the Center's TANF Data Innovation (TDI) project. The initiative helps Temporary Assistance for Needy Families (TANF) agencies enhance and build their ability to use their own administrative data to answer policy-relevant questions. As part of this project, the Center partnered closely with eight state TANF agencies to design, launch, and complete data projects to address their analytical questions. The Center also worked with the Administration for Children and Families to design this initiative to address known challenges, and to develop projects that can inform how the federal program can support local TANF agencies. The lessons presented in this brief reflect a three-year collaborative experience, during which all project partners considered not only new data tools and skills, but also new ways of learning together. The Center for Data Insights considers a data project a success when data are used routinely to inform policy and practice with the goal of improving the lives of the families served by programs. The Center has learned from these partnerships that barriers to success are not primarily about technical issues or analytic methods. Rather, data projects need three ingredients to be successful: people, perseverance, and project scoping that includes a clear understanding of a project's needs and goals.
Persevering to Completion: Understanding the Experiences of Adults Who Successfully Returned to College
Author: Gale, Tashera
Date: 2022-01-00
Type: Reports - Research
Subjects: Reentry Students,Student Experience,Academic Persistence,Adult Students,Barriers,Educational Attainment,Colleges,Community Colleges,Student Motivation,Academic Aspiration,Paying for College,Minority Group Students,Equal Education

In recent years, both policymakers and practitioners working to increase postsecondary attainment rates in the United States have shifted their focus from college access to college success. At the same time, they have recognized that the prevalence of 36 million adults with some college education but no postsecondary credential is an important consequence of the many challenges facing American college students. Adults with some college but no credential face a range of barriers to both re-enrolling in college and completing a credential if they re-enroll. Those who have made several attempts to attend college may be burdened by student loans and other educational debt but cannot reap the social and economic benefits associated with earning a postsecondary credential. Given this reality, policymakers and postsecondary institutions must identify effective ways to support these individuals if and when they do try to return to college. This study offers a unique opportunity to better understand the experiences of adults who stopped out of college, re-enrolled, and either successfully completed a credential or seemed likely to do so. Based on a new survey of these successful returning students, the study investigates the challenges and supports they view as important to their ability to remain enrolled and attain a postsecondary credential, with the goal of identifying factors that facilitated their success. [This paper was published in partnership with Higher Ed Insight (HEI).]
How Much Do Direct Support Professionals Make? Putting Wages in Context. Policy Research Brief. Volume 29, Number 1
Author: Bershadsky, Julie, Ed.
Date: 2022-03-00
Type: Reports - Research
Subjects: Employees,Wages,Intellectual Disability,Developmental Disabilities,Caregivers,Occupations,Costs,Quality of Life,Salary Wage Differentials

This brief uses publicly available data from the National Core Indicators® (NCI)-IDD Staff Stability Survey to compare wages of direct support professionals (DSPs) to what people earn in other similar professions. It also puts them in context by comparing DSP wages to living wages--the cost of living based on typical expenses that meet minimum standards of living. Low wages are a major factor contributing to the DSP workforce crisis. This Brief shows that DSP wages have been consistently below wages of other comparable professions. It also shows that not only has the gap between living wages and DSP wages not gotten smaller in recent years, with the onset of the pandemic, it saw a jump. For a family with one working adult and one child (which makes up a large proportion of DSPs), the median gap went from being &quot;$13.00 per hour below living wage in 2019 to $17.64 per hour below living wage in 2020.&quot; Such gaps between what people need to earn to live and what they actually earn are not sustainable.
From School Aid to Student Aid: Modernizing K-12 Funding in Michigan
Author: DeGrow, Ben
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Public Schools,Funding Formulas,School Districts,Student Needs,COVID-19,Pandemics,School Closing,Educational Change,Taxes,Futures (of Society),Educational Policy,School Choice,Parent Attitudes,Educational Experience,Kindergarten,Elementary Secondary Education,Enrollment Trends,Educational Equity (Finance)

For more than a quarter century, Michigan public schools have been financed under a structure commonly known as Proposal A. This funding system's greater dependence on using state revenue to finance an enrollment-based funding formula has led to greater parity among districts over time and fueled more publicly supported schooling options for parents. A student-based funding model rewards school officials and leaders when they pay attention to and serve the particular needs of students because parents can vote with their feet. However COVID-19 has amplified the pressure on rigidly designed school systems to adapt effectively to serve students with increasingly varying and diverse needs. Extended school building closures reshaped the day-to-day and familiar activities of faculty and staff in the short run, while business closures and private sector layoffs threatened key sources of school tax revenue. Looking to the future, Michigan should focus on tying education dollars more directly to student needs and choices and on empowering educator flexibility to meet changing local needs. This report explores these issues and lays out principles for policymakers in empowering more parents with control and choice of their children's educational experience.
Are Large Institutions for People with Intellectual or Developmental Disabilities a Thing of the Past? Policy Research Brief. Volume 29, Number 2
Author: Larson, Sheryl A., Ed.
Date: 2022-06-00
Type: Reports - Research
Subjects: Institutionalized Persons,Residential Institutions,Intellectual Disability,Developmental Disabilities,Normalization (Disabilities),Labor Needs,Government Role,State Government,State Policy,Institutional Characteristics,Private Sector,Social Services

The large, often miserable, state-run institutions that used to house people with intellectual or developmental disabilities (IDD) are closing as people with IDD increasingly live in community. Most states are actively working to close the remaining large state-run and non-state IDD institutions. If current trends continue, the remaining state-run institutions may be closed by 2025. However, workforce shortages made more severe by the COVID-19 pandemic threaten access to home and community-based supports for people with IDD. Medicaid resources and technical assistance are available to states to address the workforce shortages and to help states to continue to move toward providing individualized support for people with IDD.
Participation in Math Corps Increases College Enrollment. Education Brief
Author: Harris, Barbara
Date: 2022-07-00
Type: Reports - Research
Subjects: Summer Programs,Middle School Students,Mentors,Program Effectiveness,College Attendance,Graduation Rate,Grade Point Average,Weekend Programs,Student Participation,Friendship,Expectation,Standards,Enrichment Activities,Mathematics Instruction,High School Students,College Students,College Faculty,Community Involvement,Teamwork,Day Camp Programs,At Risk Students,Delinquency,Crime

Nearly 30 years ago, Math Corps--a summer camp for middle school students in Detroit who could benefit from mentoring and positive influences--was started at Wayne State University (WSU). In 2015, the National Science Foundation awarded an Advancing Informal Science, Technology, Education, and Mathematics (STEM) Learning grant to WSU. As part of the grant, Mathematica conducted an independent study of Math Corps using a quasi-experimental retrospective analysis focusing on long-term outcomes for students who attended Math Corps from 2004 to 2009. This brief presents the results of those analyses, which provide rigorous evidence of the impact of the Math Corps summer program on college enrollment, degree completion, and encounters with the criminal justice system.