ethanporcaro/eric-fulltext-meta huggingface dataset:
Pathfinder Physiology No.1. Child&apos;s Health Primer for Primary Classes with Special Reference to the Effects of Alcoholic Drinks Stimulants, and Narcotics upon the Human System
Date: 1885-00-00
Type: Books
Subjects: Elementary Education,Alcohol Abuse,Drinking,Smoking,Drug Abuse,Narcotics,Physiology,Health,Textbooks

This textbook is a health course for primary-grade pupils. It covers the effects of alcohol, tobacco, and opium on health, as required by law in many states and territories.
Popular Science Reader; Containing Lessons and Selections in Natural Philosophy, Botany, and Natural History; with Blackboard Drawing and Written Exercises. For Intermediate Classes
Author: Monteith, James
Date: 1881-00-00
Type: Books
Subjects: Textbooks,Philosophy,Botany,Science Instruction,Natural Resources,Illustrations,Learning Activities

This textbook is a reader with selections in natural philosophy, botany, and natural history. Readings include poetry and prose. Written exercises are provided.
Effective Teachers in High Poverty Schools Incentive Program Report [2020]. Report to the Education Interim Committee
Author: Collins, Jonathan
Date: 2020-11-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Poverty,Incentives,Program Evaluation,State Legislation,Teacher Recruitment,Teacher Persistence,Teacher Salaries,Teacher Attitudes,Elementary Secondary Education,Disadvantaged Schools

During the 2017 General Session, the Legislature passed House Bill 212, &quot;Incentive for Effective Teachers in High Poverty Schools,&quot; which provides an annual salary bonus to eligible teachers in high poverty schools. This report is provided to the Education Interim Committee to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools. During the 2019-2020 school year, 117 teachers received a salary bonus of $3,969.80. This evaluation does not find strong evidence that the salary bonus improves teacher recruitment and retention. It finds very little evidence that the program is being used to recruit teachers at high poverty schools. In terms of retention, for many of the teachers surveyed, their main reason for teaching in their current school is that they find satisfaction in working with students from low- income families and diverse backgrounds and the impact they make in the lives of their students.
Results of the AISD High School Exit Survey, Class of 2008. Publication Number 07.50
Author: Malerba, Catherine
Date: 2008-07-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Student Surveys,School Districts,Grade 12,Program Evaluation,Educational Experience,Educational Environment,Academic Advising,Teaching Methods,Computer Use,Computer Mediated Communication,Educational Quality,Comparative Analysis,College Preparation,Student Financial Aid,Paying for College,Futures (of Society),Postsecondary Education,Academic Aspiration

This report summarizes results from Austin Independent School District 12th graders in the Class of 2008 who responded to the high school student exit survey in Spring 2008.
Postsecondary Enrollment Summary Report: Classes of 2002-2007. Publication Number 07.48
Author: Garland, Marshall W.
Date: 2008-06-00
Type: Reports - Research
Subjects: High School Graduates,Postsecondary Education,Enrollment Trends,Enrollment Rate,Undergraduate Students,Community Colleges,Two Year College Students,In State Students,Out of State Students,Race,Ethnic Groups,Economically Disadvantaged,Sex,Limited English Speaking

This report summarizes analyses of post-secondary enrollment trends of Austin Independent School District high school graduates for the Classes of 2002 to 2007. [For the 2002-2006 report, see ED620819.]
Understanding and Supporting Dual Language Learners in ECEAP Classrooms. Revised
Author: Cummings, K.
Date: 2022-02-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Bilingual Students,Teaching Methods,Preschool Children,Preschool Education,School Readiness,Low Income Students,Language Usage,Family Environment,American Indian Languages,Spanish Speaking,Racial Differences,Ethnicity,Student Characteristics,Background,Head Start,Disadvantaged Youth,Teacher Characteristics,Classroom Environment,Faculty Development

Statewide Early Childhood Education and Assistance Program (ECEAP) enrollment data suggests that the percentage of children from homes where English is not the primary language has remained steady over the past four years at around a third of the enrolled population (33% in 2015-16 and 32% in 2019-20). In ECEAP, children from homes where English is not the primary language are broadly referred to as Dual Language Learners (DLL). It is necessary to understand how DLLs are being identified in ECEAP and, relatedly, what is known about these children as a group and as specific subgroups. This report examines the available classroom language models (CLM) data, which are formal approaches to instructing DLLs. It also examines the relationship between CLM type and academic and developmental outcomes for DLLs. This analysis includes all 3 and 4-year-olds enrolled in ECEAP during the 2018-19 academic year. This is the first year programs began reporting CLM information in ECEAP's Early Learning Management System (ELMS). It is also the most current academic year when child and program data collection was not impacted by COVID-19.
Scholarship Reconsidered for the 21st Century
Author: McCoog, Ian J.
Date: 2022-05-23
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Scholarship,College Faculty,Teaching Models,Taxonomy,Tenure,Knowledge Economy,21st Century Skills,Rewards

This paper explores higher education faculty evaluation systems through the lens of Ernest Boyer's definition of scholarship and a 21st century teaching and learning model. Topics include: taxonomies of teaching and learning, the scholarship of teaching and learning, &quot;unbundling&quot; and the use of non-tenure professors, higher education funding, tenure systems, and a new model which attempts to strike a balanced between research, teaching, and service while preparing graduates for the knowledge-based economy.
Online Learning Communities
Author: Baskas, Richard S.
Date: 2021-07-09
Type: Reports - Evaluative
Subjects: Communities of Practice,Computer Mediated Communication,Barriers,Educational Benefits,Online Courses,Student Attitudes,Research Reports,Sustainability,Teacher Student Relationship,Learning Experience,Technology Integration,Multimedia Materials,Internet,Learning Theories,Learner Engagement,Best Practices,Plagiarism,Cheating,Prevention,Computer Software,College Students,College Faculty

An online community is a different world compared to the traditional world of communicating face to face. Some students communicate with others either through an online program or just to be social. There are challenges and benefits for the students and teachers depending on their perspectives. This project presents information about what online learning communities are about, why they are so important, and the challenges students and teachers can face. A literature review was conducted to determine the relevance of online communities in this study. Analysis revealed that research supported online communities and what online communities have to offer to students and teachers.
Differentiated Instruction to Develop Al-Azhar Students&apos; Writing Fluency
Author: Mehany, Abdelkareem Ali Abdelnaeim
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Individualized Instruction,Secondary School Students,Writing Instruction,Teaching Methods,Language Fluency,Writing Skills,Comparative Analysis,Units of Study,Writing Tests,Test Reliability,Intervention,Instructional Effectiveness,Pretests Posttests,Males,Single Sex Schools,Web 2.0 Technologies,Technology Uses in Education,Barriers,Educational Benefits,Photography,Computer Software,Social Media

Writing in English with confidence is a matter of great concern for nonnative speakers. Since writing fluently requires a multi-dimensional mastery of language skills, students always regard it as an open question. This paper investigates writing skills which seem to be the least favored and most problematic skills to acquire in foreign language acquisition. The purpose of the study was to investigate the impact of Differentiated Instruction (DI) on the English writing fluency of the students in the first year of secondary education in Al-Azhar Institutes. To answer the study questions, the researcher adopted the quasi-experimental approach using the one-group design. The study subjects were thirty two (32) students who had been randomly chosen from the Secondary education of Al-Azhar Institutes in Sohag governorate, Egypt. The sampling method is probability sampling which means that every individual in the population has a chance of being selected. The researcher used a program based on Differentiated Instruction's theory in teaching the study group in the second term of the year (2018-2019). The program consisted of 12 units. Each unit has four lessons. To measure the effect of the program, the researcher designed and validated a writing fluency test to be used as a pre and post-test. The data of the study were analyzed, using SPSS 19 software, to confirm the test reliability. The researcher used a t-test to spot the statistical differences in students' performance before and after the intervention of the program. The study indicated that there are statistically significant differences at the level of (0.05) in English writing fluency skills of the first-year students in favor of the post-test. This meant that the use of the program had a significant impact on developing the students' writing fluency at Al-Azhar Institutes. Based on those findings, the study recommended implementing the suggested program to bring about better outcomes in students' writing fluency. It also was suggested that further research should be conducted concerning other language domains such as reading and listening.
The Influence of Campus Resources on LGBTQ+ Students
Author: Abbruscato, Rosa
Date: 2022-08-00
Type: Reports - Research
Subjects: LGBTQ People,Minority Group Students,Social Justice,Equal Education,Student Needs,Educational Resources,Undergraduate Students,Academic Achievement,Student Personnel Services,Consciousness Raising,College Environment,Social Bias,Educational Discrimination,Social Discrimination,Student Characteristics,School Policy,Success,Social Support Groups

To say that there is a need for social justice is to assume that there is inequitable access to resources and unequal distribution of power (Golightly et al., 2017). Resources are needed for LGBTQ+ college students to achieve higher success rates in their programs of study (&quot;LGBTQ+&quot; stands for &quot;lesbian, gay, bisexual, transgender, and queer or questioning&quot;). Many students who identify as LGBTQ+ tend to have access to fewer resources; therefore, it is necessary to help these students recognize when they need help and how to seek out available resources as soon as possible (American College Health Association, 2013). The purpose of these convergent, mixed- methods, survey-based action research study is to understand how campus resources influence the academic progress of undergraduate college students who identify as LGBTQ+. Sixty-six LGBTQ+ identifying college students participated in the study. The study produced three major findings. First, campus resources played an integral role in the academic progress of college students who identified as LGBTQ+. Second, resources specific to LGBTQ+ provided adequate support for undergraduate LGBTQ+ students in the study, although some students desired additional support. Third, although many campus resources specific to LGBTQ+ are already available, some LGBTQ+ students in the study perceived a need for increased education and awareness on LGBTQ+ topics, safe spaces on campus, increased visibility, and recognition on campus. More research is needed.
Evaluating a Framework for Starting a K-12 Private School: Varying Modalities of Applying the Framework
Author: Gudith, Jeannie A.
Date: 2022-08-00
Type: Reports - Research
Subjects: Educational Development,Elementary Schools,Secondary Schools,Private Schools,Planning,Program Implementation,Decision Making,Educational Finance,Sustainability,Educational Facilities Design,Curriculum Development,Integrated Learning Systems,Models,Costs

The topic of this scholarly research is &quot;Examining a Framework for Starting a K-12 Private School; Varying Modalities of Applying the Framework.&quot; Starting a private school requires a great deal of critical-thinking, knowledge-seeking, and decision making. There are numerous factors to consider before starting a private school, which the author has organized into sections within a framework that was created based on the author's experience in the industry. The sections, or phases in the framework (also referred to as a blueprint), are listed as, (1) Pre-planning, (2) Conception, (3) Development, (4) Implementation, (5) Establishment, (6) Launch. Within these six phases are additional sections, which include a timeline for the K-12 private school project. All of these sections must be taken earnestly because they represent the overall policies, culture and expectations as a collaboration of the school, students, parents, and society. This scholarly research paper intends to explore sources that give insight on how to start a K-12 private school and what components are necessary to successfully launch a school. Sources for this topic were challenging to locate as there is scarce literature on the topic. Therefore, the research was broadened to include individual research topics for specific sections of the framework. By expanding the scope, the author was able to find additional sources to help support the research.
Integrated Pre-K -- Aligning and Integrating Early Learning Programs. Revised
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2021-12-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Children,School Readiness,Access to Education,Alignment (Education),Educational Change,Inclusion,Educational Quality,Barriers,Educational Strategies,Equal Education,Efficiency

In 2020, the Governor of Washington issued a directive to the Washington State Department of Children, Youth, and Families (DCYF) and a letter to Office of Superintendent of Public Instruction (OSPI) for the agencies to identify near-term administrative efficiencies and longer-term strategies to improve the alignment and integration of high-quality early learning programs administered by both agencies. The directive acknowledges the need for robust cross-sector partnerships to increase kindergarten readiness for Washington children by expanding access to high-quality Pre-K programming through greater alignment and integration of existing systems. The complexities of the current systems, combined with national conversations about voluntary universal preschool, and the expansion of Transitional Kindergarten (TK) in school districts across the state, present an opportunity to dig deeper into how DCYF and OSPI systems interact and bring about systematic changes needed to ensure Washington's children have access to high-quality, inclusive Pre-K classrooms that make lasting impacts on their healthy development and school readiness. While continuing to respond to the COVID-19 pandemic, DCYF and OSPI formed a core team to drive coordination and planning, as well as a statewide cross-agency workgroup to advise the work. The cross-agency workgroup consisted of partners representing school district and community-based early learning programs, advocacy groups, community colleges, and other regional and state organizations. This report contains an overview of the landscape of early learning programming in Washington, some of the key barriers faced by providers, and a set of recommended strategies for the next steps in making progress in improving the alignment and integration of high-quality early learning programs in Washington State.
West Virginia Higher Education Policy Commission Enrollment Report, Fall 2021
Author: West Virginia Higher Education Policy Commission
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,High School Graduates,College Attendance,Academic Persistence,College Credits,Reverse Transfer Students,Dual Enrollment,Full Time Equivalency,College Freshmen,Gender Differences,Undergraduate Students,In State Students,Out of State Students,Foreign Students,Educational Policy,State Colleges,State Universities,Private Colleges,Proprietary Schools,Community Colleges,Adult Students,Graduation,Graduate Students

This report presents enrollment data for West Virginia Higher Education. The following topics of data are presented: (1) National Enrollment Trends; (2) West Virginia High School Graduate Projections; (3) College-Going Rate; (4) Student Persistence and Completion; (5) Credit Headcount Enrollment; (6) Fall 2021 Headcount Enrollment Shifts; (7) Transfers from Four-Year to Two-Year Institutions; (8) High School Dual Enrollment Headcount; (9) Dual Enrollment College Matriculation; (10) Credit Headcount Enrollment; (11) Full-Time Equivalent (FTE) Enrollment; (12) First-Time Freshmen Headcount Enrollment; (13) Undergraduate Headcount Enrollment; (14) Credit Headcount Enrollment by Gender; (15) Female Credit Headcount Enrollment; (16) Male Credit Headcount Enrollment; (17) In-State Headcount Enrollment; (18) Out-of-State Headcount Enrollment; (19) Headcount Enrollment by Residency; (20) International Student Headcount Enrollment; (21) Higher Education Policy Commission (HEPC) System Summary; (22) Bluefield State College; (23) Concord University; (24) Fairmont State University; (25) Glenville State College; (26) Marshall University; (27) Potomac State College of West Virginia University; (28) Shepherd University; (29) West Liberty University; (30) West Virginia School of Osteopathic Medicine; (31) West Virginia State University; (32) West Virginia University; and (33) West Virginia University Institute of Technology. [For the 2020 report, see ED613413.]
Lived Experiences, Challenges, and Coping Mechanisms of Teachers on the Current Paradigm Shift in Education: A Phenomenological Study
Author: Nalla, Risalita Cagatin
Date: 2022-03-00
Type: Journal Articles
Subjects: Teaching Experience,Barriers,Coping,Educational Change,Elementary School Teachers,Secondary School Teachers,Public Schools,Foreign Countries,Teacher Attitudes,COVID-19,Pandemics,Distance Education

This study employed an Interpretative Phenomenological Analysis (IPA) which aimed to explore the lived experiences, challenges, and coping mechanisms of teachers in the public school both in elementary and secondary schools in Malolos, Bulacan. The findings of this study revealed that most teachers are significantly challenged with the poor internet connection, multitasking and multitudes of paperwork to be submitted, communication with the parents and teachers and the different modalities of learning which are cited as the contributing factors of stress and anxiety. As to the experiences of the teachers, they became a module writer, online teacher, reporter while doing the online classes and juggling with the work at home as a homemaker. However, the good experiences of this pandemic brought realization to the teachers that they were able to unleash their potential and utilized the skills needed to survive in this difficult time. Moreover, teachers coped up with the situations through prayers, listening and watching motivational videos, yoga and others became farmers too just to avoid stress. Finally, the teachers also gave their suggestions to further help other teachers also who are struggling during this pandemic. Majority of the participants gave emphasis to focus on stabilizing mental health. Others also highlighted the need to seek the assistance of other people who are knowledgeable in terms of ICT. Continuing innovation and researching to update oneself was also one of the suggested ways to deal with the current paradigm shift in education.
The Gap between Comprehension Level and Problem-Solving Skills in Learning Mathematics
Author: Hijada, Maximo V., Jr.
Date: 2022-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Correlation,Elementary School Students,Word Problems (Mathematics),Grade 4,Grade 5,Grade 6,Classification,Arithmetic,Mathematics Skills,Teaching Methods,Pedagogical Content Knowledge,Learning Motivation,Attention,Instructional Materials,Mathematics Curriculum,Multiple Choice Tests,Mathematics Tests,Foreign Countries

This study was conducted to determine the degree of relationship that exists between learners' level of comprehension and solving skills on mathematical word problems of grades four to six learners in Kang-iras Elementary School. It attempted to establish a relationship between the learners' level of comprehension and solving skills. This research study employed the correlational method of research. This research design is appropriate for this research because its primary purpose is to determine the degree of the relationship between the learners' level of comprehension and solving skills of the word problems. Lomax and Li (2009) stressed that correlational research investigates a range of factors, including the nature of the relationship between two or more variables and the theoretical model that might be developed and tested to explain these resultant correlations. From the gathered data, the following findings are, the comprehension level of the learners in Kang-iras Elementary School being studied is at Frustration Level. For each specific skill, only in the literal interpretation skill the learners had been classified at instructional level while for the other two skills, the learners are at frustration level. Majority of the learners are at a frustration level. The level of word problem solving skills in mathematics of the respondents is classified as non-proficient. All three skills indicators used revealed that the respondents are non-proficient. The learners have not mastered word problem-solving. Comprehension skills could not predict the mathematical word problem-solving skills of the learners. There is weak correlation between the variables and the relationship between the two variables is insignificant. There are other factors affecting word problem skills among learners. Some are identified as follows: instructional strategies and methods, learners' motivation and concentration, learner's arithmetic ability, learning facilities or instructional materials, curriculum and teacher's competency. From the findings of the study, it was established that comprehension level is not an indicator of the learners' solving skills and there are other factors that could affect solving mathematical word problems. Solving skill is independent of comprehension skills and the variables studied are not related. Thus, it can be concluded that comprehension is not the only factor that could affect word problem-solving skills but there are more other factors and these factors may be assessed and taken into consideration.