ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading in the Age of Distrust. PIL Provocation Series. Volume 1, Number 2
Author: Head, Alison J.
Date: 2021-04-07
Type: Reports - Evaluative
Subjects: Reading Comprehension,Undergraduate Students,Content Area Reading,Reading Materials,Critical Reading,Trust (Psychology),Reading Assignments

While educators believe reading is an investment in learning and knowing, what many are not considering is what reading analytically means to civic life in the digital age when many of the old gatekeepers of traditional publishing are disappearing. As new voices have emerged, and there is an explosion of reading material, there is also less quality control and editorial oversight for accuracy. Nor are faculty re-evaluating their own role in ensuring that students are prepared not just to read critically, but also to discover the contexts and social constructs that shape texts in a variety of ways. For students, these competencies are urgently needed for making sound choices in a fast-paced and often chaotic world. This article explores whether educators are doing enough to prepare students for this new world of reading.
Ninth Annual Report on Introduction of Domestic Reindeer into Alaska, with Maps and Illustrations, 1899
Author: Jackson, Sheldon
Date: 1900-00-00
Type: Historical Materials
Subjects: Animals,Mining,Transportation,Animal Husbandry,Foreign Countries,Purchasing,Rural Areas

Following a letter of transmittal, this document presents General Agent of Education in Alaska, Sheldon Jackson's ninth annual report on the introduction of reindeer into Alaska. Jackson notes that 1899 saw an unusually large number of employees connected to the herds. The discovery and opening of the Cape Nome gold mines created reindeer transportation demand. Mission herds and the government needed trained reindeer in the vicinity. The federal government's promise to return reindeer borrowed for the 1898 Point Barrow rescue operation to the American Missionary Association Mission and to Eskimo owners involved 934 head. To meet the demand for transporting the animals, Congress appropriated $20,000 to fit out a naval vessel specifically for moving the reindeer from Siberia to Alaska. The U.S. Treasury Department enabled the U.S. revenue cutter Bear to devote time to securing reindeer, and a private firm was contracted for reindeer procurement and delivery. Data breaks out the number, distribution, and ownership of domestic reindeer in Alaska. Appropriations and expenditure data are included. Jackson discusses reindeer usefulness for carrying mail, U.S. troops, and packing. Jackson details the itinerary of his trip to Alaska from Washington, D.C., on April 25, 1899. Stops were made to inspect schools and to make arrangements for procuring reindeer. Explorer memorials, earthworks, and batteries are described. The party encountered U.S. troops and horses from Seattle headed for Manila. Jackson returned to Washington on October 12, 1899. Appendices include the annual, medical, school, and supplementary reports and the daily journal and ration list of the Eaton Reindeer Station; the Teller Station daily journal; site reports on the herds at Cape Prince of Wales, Point Barrow, Point Hope, and Golovin Bay; correspondence on purchasing and delivery of animals and supplies; congressional appropriation information on increasing reindeer appropriation from $12,500 to $12,500; correspondence on appropriating funds for a vessel fitted for reindeer procurement; correspondence on using reindeer for mail service, and for supply transportation to Nome mining camp; correspondence on introducing reindeer into Canada; and reports on reindeer food.
The Impact and Effectiveness of E-Learning on Teaching and Learning
Author: Encarnacion, Riah F. Elcullada
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Integrated Learning Systems,Distance Education,Teacher Attitudes,Student Attitudes,Congruence (Psychology),Instructional Effectiveness,Undergraduate Students,College Faculty,Tourism,Hospitality Occupations,Teaching Methods,Cognitive Style,Foreign Countries

Purpose: This paper presents research findings on the effectiveness and impact of E-Learning to the teaching and learning process of the Undergraduate Program (UGP) and General Foundation Program (GFP) at Oman Tourism College in Muscat, Sultanate of Oman. Method: Teacher and student experience on E-Learning were evaluated by utilizing mixed methodology through online survey. Five criteria of effectiveness were established and used to assess E-Learning. The study determined the consensus measure and target consensus measure of teachers and students on the effectiveness of E-Learning employing the five factors. The study also examined whether students and teachers differ in their perceptions on E-Learning. The effects of E-Learning on teaching methodology and learning styles were also investigated. Results: Teachers and students appeared to be in agreement on their perceptions on E-learning and provided higher ratings on E-Learning based on the five criteria of effectiveness. E-Learning was viewed favorably by teachers and students as an effective tool to enhance the delivery of instruction and develop knowledge acquisition skills through transfer of learning. Conclusion: E-Learning can be considered as one of the best strategies to be adopted for teaching and learning. The researchers assert that the provision of education can no longer be restricted within a single campus but can be extended throughout the country through distance learning and integration of E-Learning solutions. Recommendation: It is highly recommended that further study can be conducted to include other Higher Education Institutions in Oman in order to form a more concrete knowledge-based plan in creating E-Learning strategies. Practical Implication: E-Learning could potentially shape the future of education by advancing the traditional classroom setting into the web. There is a need for the entire academic community to ensure that the factors of e-learning effectiveness are delivered adequately and the utilization of e-learning must be evaluated regularly.
Promoting Career Technical Education: Social Media Guide
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Guides - General
Subjects: Vocational Education,Social Media,Marketing,Video Technology,Learner Engagement,Best Practices,Student Recruitment

Social media is an increasingly important communications tool that can be used to effectively reach families, employers, policymakers, and other audiences that need to know about the value and promise of Career Technical Education (CTE). This guide from Advance CTE explains how to effectively use social media, explains how to integrate messages into social media posts, and highlights effective campaigns to promote CTE.
Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies
Author: Losen, Daniel J.
Date: 2021-03-22
Type: Reports - Research
Subjects: Students with Disabilities,Equal Education,Access to Education,COVID-19,Pandemics,Intervention,Public Education,Student Needs,Student Behavior,Behavior Problems,Federal Legislation,Minority Group Students,Racial Bias,Ethnicity,Disproportionate Representation,Suspension,Discipline,Special Education,Attendance,Mental Disorders,Civil Rights,Student Rights,Federal Aid,Educational Environment,School Personnel,Special Education Teachers,Educational Legislation,Gender Differences,Low Income Students,At Risk Students,Homeless People,Police School Relationship,Elementary Secondary Education

Among the most critical pre-pandemic inequities that have not received sufficient attention is the fact that many districts are not meeting their legal and moral obligation to educate students with disabilities, which must include providing needed mental health services, behavioral supports and educationally sound interventions by well qualified staff. This report reveals serious pre-existing conditions of inadequate support that are likely to be exacerbated by the current pandemic, summarizes the pandemic's disparate impact, which is resulting in greater losses of instructional time amidst increasing experiences of trauma, and argues for additional post-pandemic steps to ensure that all students with disabilities needing supports and services must receive a free appropriate public education (FAPE) to have those needs met, and that they are not excluded because of behaviors caused by their disability. [Additional funding for this research was provided by the United Teachers of Los Angeles. For the executive summary, see ED613536.]
Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies. Executive Summary
Author: Losen, Daniel J.
Date: 2021-03-22
Type: Reports - Descriptive
Subjects: Students with Disabilities,Equal Education,Access to Education,COVID-19,Pandemics,Intervention,Public Education,Student Needs,Student Behavior,Behavior Problems,Federal Legislation,Minority Group Students,Racial Bias,Ethnicity,Disproportionate Representation,Suspension,Discipline,Special Education,Attendance,Mental Disorders,Civil Rights,Student Rights,Federal Aid,Educational Environment,School Personnel,Special Education Teachers,Educational Legislation,Low Income Students,At Risk Students,Homeless People,Police School Relationship

Among the most critical pre-pandemic inequities that have not received sufficient attention is the fact that many districts are not meeting their legal and moral obligation to educate students with disabilities, which must include providing needed mental health services, behavioral supports and educationally sound interventions by well qualified staff. This is the executive summary for the report &quot;Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies.&quot; The report has three parts. Part I demonstrates that there is a large subgroup of students with disabilities who have a right to receive supports and services but whose needs appear to be ignored in many large districts all across the nation. Part II of the report focuses on the school experiences of students with disabilities who are eligible for special education and related supports and services under the Individuals with Disabilities Education Act (IDEA) and who constitute close to 14% of all public-school students in grades K-12. Part III reviews the evidence that the pandemic is exacerbating the pre-existing inequitable conditions and concludes with recommendations for federal policymakers. [For the full report, see ED613535.]
Test-Day Absenteeism among Students Who Registered for the ACT with a Fee Waiver. ACT Research &amp; Policy. Issue Brief
Author: Cruce, Ty
Date: 2020-09-00
Type: Reports - Research
Subjects: College Entrance Examinations,Attendance,High School Students,Low Income Students,Student Financial Aid,Geographic Location,Disproportionate Representation,Minority Group Students,Racial Differences,Ethnicity,Trend Analysis,Socioeconomic Influences,Parent Background,Educational Attainment

Historically, a large and disproportionate share of students who register for an ACT national test date with a fee waiver have not subsequently taken the test on their registered test date. In this issue brief, this phenomenon is referred to as &quot;test-day absenteeism.&quot; This is the second brief in a series of studies that investigate ACT's fee waiver program. The first brief, &quot;Use of Fee Waivers to Register for the ACT,&quot; summarizes the number and percentage of ACT national test date registrations that were completed with a fee waiver between the 2014-2015 and 2018-19 school years. This brief provides an overview of test-day absenteeism during the same five school years among students who registered for ACT national test dates with fee waivers. Like the first brief, this brief focuses on ACT registrations and not individuals. Although it sometimes refers to &quot;students,&quot; ACT &quot;registrations&quot; and not individual students are the unit of analysis in this brief. The focus is on registrations because students could register to take the ACT on more than one test date and because students who were eligible for fee waivers could use up to two fee waivers to register for the ACT. Given this focus on registrations, the results include students who may have registered and tested multiple times in this five-year window. [For the first brief in this series, &quot;Use of Fee Waivers to Register for the ACT. ACT Research &amp; Policy. Issue Brief,&quot; see ED613540.]
Use of Fee Waivers to Register for the ACT. ACT Research &amp; Policy. Issue Brief
Author: Cruce, Ty
Date: 2020-09-00
Type: Reports - Research
Subjects: College Entrance Examinations,Fees,Low Income Students,Access to Education,Student Financial Aid,Geographic Location,High School Students,Disproportionate Representation,Trend Analysis,Minority Group Students,Racial Differences,Ethnicity,Socioeconomic Influences,Parent Background,Educational Attainment

Taking the ACT test is an important step in the college-going process. Over 1,500 colleges across the US educating approximately 1.5 million first-time degree-seeking undergraduates either require, recommend, or consider test scores as a criterion for admission decisions. The registration fees for taking the ACT on a national test date--at $55 for the ACT without writing and $70 for the ACT with writing for the 2020-21 school year--can be a financial burden for students from low-income families, thus potentially limiting their access to many colleges across the US. To remove this financial burden and enable test-taking as well as increased subsequent college attendance among students from low-income families, ACT provides eligible students with fee waivers to use when registering for the ACT. These fee waivers include free access to ACT online test prep products, free additional score reports to send to colleges, and college application fee waivers that ACT encourages colleges and universities to accept. As the first brief in a series of studies investigating ACT's fee waiver program, this report provides an overview of the number and percentage of ACT® national test date registrations that were completed with a fee waiver between the 2014-15 and 2018-19 school years. In this first brief, the focus is on ACT registrations that were completed using fee waivers and not on the individual students who used the fee waivers to register. The focus is on registrations because students could register to take the ACT on more than one test date and because students who were eligible for fee waivers could use up to two fee waivers to register for the ACT. Given this focus on registrations, the results include students who may have registered and tested multiple times in this five-year window.
Measuring Explicit Instruction Using the &quot;Classroom Observations of Student-Teacher Interactions (COSTI)&quot;
Author: Gunn, Barbara
Date: 2021-04-27
Type: Reports - Research
Subjects: Direct Instruction,Test Construction,Measures (Individuals),Reading Instruction,Mathematics Instruction,Teacher Student Relationship,Observation,Test Reliability,Predictive Validity,Basic Skills,Elementary School Teachers,Elementary School Students

This paper describes &quot;the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument,&quot; a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills. &quot;The COSTI was originally developed&quot; to provide teachers with coaching feedback to improve their explicit reading instructional practices, &quot;and has been shown in multiple studies to be a reliable and valid predictor of student gains in beginning reading and math skills.&quot; This paper discusses potential uses of the instrument for training and coaching across curricula with varying instructional design features, and lays out a future research agenda to further improve the &quot;COSTI&quot; and related observation tools for studying explicit instructional practices and their contribution to student learning. [This paper will be published in &quot;Perspectives on Behavior Science.&quot;]
State and Territory Child Care and Development Fund (CCDF) Investments in Early Care and Education Quality. OPRE Report 2021-63
Author: Lin, Van-Kim
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Child Care,Early Childhood Education,Educational Quality,Federal Aid,Grants,Block Grants,Investment,Improvement,Statewide Planning,Program Evaluation

The Child Care and Development Block Grant (CCDBG) Act of 2014 and the Child Care and Development Fund (CCDF) Final Rule approved in 2016 outlined major policy changes in four areas: (1) health and safety; (2) consumer education; (3) equal access to high-quality care for children in families with low-incomes; and (4) quality improvement and support for the workforce. The CCDBG Act of 2014 and the Final Rule required lead agencies to fund at least one of ten activities aimed at improving the quality of child care services (referred to as &quot;quality activities&quot;). The CCDBG Act of 2014 also required states and territories to report how they invest in quality activities as well as how they measure progress to improve quality. In CCDF Plans, states and territories prospectively report plans for investing in each of these quality activities for the next three-year period (&quot;planned investments&quot;). The plans only distinguish between investments that are covered by CCDF and non-CCDF funding. The Quality Progress Reports (QPR) is an annual report in which lead agencies provide information about how they used funding and measured progress for each of the quality activities to increase access to high-quality child care. In the QPR, states and territories retrospectively report whether they used any of three funding sources in the past fiscal year (i.e., CCDF quality set-aside funds, non-CCDF funds, or some of the increased CCDF funds from the Consolidated Appropriations Act, 2018) to support each of the quality activities (&quot;reported investments&quot;). States and territories also describe how they are measuring progress in each of the ten quality activities in the QPR. The QPRs act as status reports and are not used by OCC for determining compliance with the Final Rule. Data from CCDF Plans and QPRs offer a glimpse into the degree to which planned investments match later reported investments and how states and territories prioritized investing in various quality activities. This report will summarize findings from analyses conducted in November 2019, highlight gaps in the available information on quality investments, and offer implications for future research. This report aims to answer the following questions: (1) What were states' and territories' planned and reported investments in quality activities?; and (2) How did states and territories report measuring progress to improve quality?
Mental Health Supports and Academic Preparedness for High School Students during the Pandemic. Insights in Education and Work
Author: Moore, Raeal
Date: 2021-05-00
Type: Reports - Research
Subjects: Mental Health,Readiness,High School Students,COVID-19,Pandemics,Health Services,Distance Education,Blended Learning,Electronic Learning,Mental Disorders,Racial Differences,Social Support Groups,Academic Achievement

ACT has been investigating issues and supports related to high school students' mental health even before the COVID-19 pandemic. ACT researchers expanded on prior research by asking students to indicate, near the beginning of the new 2020-2021 school year, their perceptions of how well their school was supporting their mental health and the extent to which daily life experiences during the pandemic had helped or hurt their mental health. A random sample of 2,291 high school students who sat for the 2020 October National ACT® test participated in an online survey. These students provided insights regarding their learning context, the mental health support they received, and whether they had experienced additional stressors during the pandemic, particularly whether they had academic concerns this school year or concerns regarding their college preparedness. Because students varied in whether their schools were offering in-person, virtual, or hybrid learning (or had changed between these three learning models during the current school year), the study further examined whether differences in learning contexts shaped the mental health support that students received from their schools or their concerns about academic preparedness. This latest study, which includes the voices of students themselves, will be useful to policymakers and school system administrators as they analyze and apply Centers for Disease Control and Prevention (CDC) guidelines in determining when and how to safely return students to the classroom.
Early Head Start Programs, Staff, and Infants/Toddlers and Families Served: Baby FACES 2018 Data Tables. OPRE Report 2021-92
Author: Xue, Yange
Date: 2021-06-00
Type: Reports - Research
Subjects: Early Intervention,Preschool Education,Family (Sociological Unit),Surveys,Experience,Low Income Groups,Infants,Toddlers,Child Development,Family Environment,Well Being,Teacher Student Relationship,Parent Child Relationship,Interpersonal Relationship,Family Characteristics,Faculty Development,Educational Quality,Home Visits,Preschool Teachers

Early Head Start provides a comprehensive array of services for low-income pregnant women and families with infants and toddlers. The Early Head Start Family and Child Experiences Survey (Baby FACES) 2018 provides a wealth of information about Early Head Start programs, center-based or home-based services, teachers and home visitors, and the children and families they serve. Specifically, Baby FACES 2018 describes the children and families participating in Early Head Start, the services they receive, and the staff who serve them. It also describes how programs support staff to ensure the provision of high-quality services and how the quality of those services relate to the well-being of children and families. Baby FACES 2018 focuses on the processes that classrooms and home visitors use to support responsive relationships, including teacher-child relationships, staff-parent relationships, and parent-child relationships. The study was designed to answer these overarching research questions: (1) How do Early Head Start services support the development of infants and toddlers in the context of nurturing, responsive relationships? and (2) What is the quality of responsive services provided by teachers and home visitors in Early Head Start? The 2018 data collection concentrated on the classroom context and explored classroom processes and teacher-child relationships in depth, with multiple observation-based measures of classrooms and teachers. This report shares key information about the study, including the design, methods, and findings. The tables in this report give an overview of the data collected in Baby FACES 2018, and describe the Early Head Start program and center services and staff, the families served by the program and how children and families are doing in important areas of child and family well-being, and the evidence of responsive relationships in Early Head Start. These data can inform program planning, technical assistance, and future research. [For &quot;A Snapshot of Quality in Child Care Centers That Partner with Early Head Start Programs: Insights from Baby FACES 2018. OPRE Report 2022-121,&quot; see ED621911.]