ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Readers. Book V [1911]
Author: Murche, Vincent T.
Date: 1911-00-00
Type: Historical Materials
Subjects: Science Instruction,Teaching Methods,Lesson Plans,Textbooks,Illustrations,Elementary School Students,Physics,Manufacturing,Food,Retailing,Plants (Botany)

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. The lessons in Books IV, V, and VI contain lessons sufficiently full and definite to enable the teacher to find out both the matter and method for the preliminary lessons, whenever such are needed. All the lessons bearing on Physics should thus be prepared, but many of the others may be successfully used as reading, pure and simple, making them vivid to the children by showing them living illustrations. Many of these can be easily secured for the asking from wholesale grocery houses and manufacturing establishments, while others must be bought or collected by the teacher. Tea, the various stages in the preparation of the coffee berry and of cocoa, palm oil fruit, cocoanuts in their natural state, crude rubber, camphor, resin, turpentine, tar, pitch, cotton balls, crude wool, are some of the things illustrating these lessons which can be secured at small expense. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson. For Book IV, see ED623551.]
A Tale of Two City Schools: Worcester Tech and Putnam Academy Become Models for Recovery. White Paper No. 254
Author: Donovan, William
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: School Turnaround,Vocational High Schools,Educational Change,Educational Improvement,Academic Achievement,Administrators,Leadership,School Community Relationship

This report focuses highlights turnarounds at two Massachusetts schools, Worcester Technical High School and the Roger L. Putnam Vocational Technical Academy in Springfield, that were once known for high dropout rates and low graduation rates. The report shows that these schools now excel due to new leadership, community investment, and committed teachers. The report analyzes how Worcester Tech and Putnam Academy -- schools with high numbers of low-income and special needs students -- leapt from the bottom of Massachusetts voc-tech rankings to become leaders among local schools. The Pioneer paper includes interviews with administrators and presents several recommendations that could help transform struggling voc-tech schools.
Science Readers. Book VI [1905]
Author: Murche, Vincent T.
Date: 1905-00-00
Type: Historical Materials
Subjects: Science Instruction,Teaching Methods,Textbooks,Lesson Plans,Illustrations,Physics,Plants (Botany),Food,Finishing,Clothing,Elementary School Students

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. The lessons in Books IV, V, and VI contain lessons sufficiently full and definite to enable the teacher to find out both the matter and method for the preliminary lessons, whenever such are needed. All the lessons bearing on Physics should thus be prepared, but many of the others may be successfully used as reading, pure and simple, making them vivid to the children by showing them living illustrations. Many of the products mentioned in this volume, such as the grains, fruits, nuts, spices, the various stages in the preparation of cotton, linen, woolen, silk goods and leather may be had for the asking from wholesale grocery houses and manufacturing establishments. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson. For Book V, see ED623552.]
Digital Reader from Pioneer Valley Books. Ed-Tech Program Evaluation Brief
Author: McREL International
Date: 2022-01-00
Type: Reports - Research
Subjects: Electronic Books,Grade 1,Elementary School Students,Language Arts,Academic Achievement,Program Effectiveness,Program Evaluation

The Literacy Footprints Digital Reader provides elementary grade students and teachers with online access to books and resources from the Literacy Footprints Complete System of Guided Reading. Teachers can create a bookshelf of appropriate books for students to read independently and can create assignments for individuals or groups of students. Additional features include prerecorded lessons and assessments for monitoring progress. Prior to the COVID-19 pandemic, 1st-grade teachers from the Manatee County School District (MCSD) in Florida had received professional development (PD) training on key components of the Digital Reader and its Literacy Footprints lessons: guided reading, phonics/word study, and guided writing. Teachers learned how to introduce new books to students and prompt for strategic processing as they read. Teachers became familiar with the phonics manipulatives and practiced the phonics/word study procedures associated with the accompanying lessons. In 2020, MCSD shifted to operating in a remote-learning format in response to pandemic concerns. Students were given a Digital Reader for home use and teachers began using it for online instruction. To examine the impact of the Digital Reader on student learning, a quasi-experimental analysis comparing outcomes for students who used the Digital Reader and those who did not across 31 elementary schools was conducted. The analysis found that Digital Reader had a small but positive impact on students' English Language Arts (ELA) achievement.
MCPS Schools at a Glance, 2021-2022
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Schools,Middle Schools,High Schools,Special Schools,Counties,Enrollment,School Personnel,Educational Facilities,School Activities,Costs,Salaries,Fringe Benefits,Institutional Characteristics,Student Characteristics

Schools at a Glance provides, in a single document, information about enrollment, staffing, facilities, programs, outcome measures, and personnel costs for each school. Information on personnel costs for each school includes position salaries for professional and supporting services employees and employee benefits costs related to positions. Summaries of the data for the county and by level (elementary, middle, high, and special schools) also are included. [This publication is the result of the efforts of several offices within Montgomery County Public Schools: Office of Finance and Operations; Office of the Chief of Staff, Office of Shared Accountability; Office of Strategic Initiatives, Office of Technology and Innovation; and Office of Teaching, Learning, and Schools. For the 2020-2021 report, see ED614841.]
2021 Impacts: Expanded Food and Nutrition Education Program (EFNEP). Improving Nutritional Security through Education
Author: National Institute of Food and Agriculture (NIFA) (USDA)
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Nutrition Instruction,Food,Hunger,Well Being,Health Promotion,Low Income Groups,COVID-19,Pandemics,Health Education,At Risk Persons,Immigrants,Minority Groups,Racial Differences,Ethnicity,Cooking Instruction,Eating Habits,Partnerships in Education,Elementary Secondary Education,Adult Education,College Role,Family Programs

Nutrition insecurity is especially seen among historically underserved populations, such as those with limited financial resources. Funded by the USDA's National Institute of Food and Agriculture (NIFA) and conducted by Cooperative Extension through land-grant institutions in all U.S. states and territories and the District of Columbia, the Expanded Food and Nutrition Education Program (EFNEP) uses education to support program participants' efforts toward self-sufficiency and nutritional health and wellbeing. This report reflects how EFNEP continues to make a difference in the lives of low-income families and youth, even, and especially in times of adversity. Fiscal year 2021 was especially difficult for individuals, families, and communities across the nation as they experienced personal loss, social isolation, employment uncertainty, and lack of access to food and other resources. It was also difficult for community-based programs as they experienced temporary closures and pivoted to develop and adapt social distancing protocols in a changing and challenging COVID-19 pandemic environment. Faced with such difficulties, EFNEP remained resilient and experienced continued programmatic success. New partnerships were formed, resources were adapted, and remote approaches were utilized to expand program reach. Universities gave increased attention to training paraprofessional staff (peer educators) to help them feel less isolated. EFNEP leadership across the country developed and shared program content and teaching methods that allowed them to adapt quickly to a virtual teaching environment that supported participant success. Federal partners increased communications and provided technical assistance to university leadership to recognize and support local efforts.
Class of 2021 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum
Author: Addison, Kecia L.
Date: 2022-05-19
Type: Reports - Evaluative
Subjects: Advanced Placement,Advanced Placement Programs,Placement Tests,Achievement Tests,Public Schools,High School Graduates,Scores,Hispanic American Students,Asian American Students,White Students,African American Students,Low Income Students,High Schools,College Readiness,Limited English Speaking,Special Education

This memorandum provides information pertinent to the participation and performance of Advanced Placement (AP) and International Baccalaureate (IB) examinations for 2021 graduates in Montgomery County Public Schools (MCPS). In 2021, 66.6 percent of MCPS graduates took one or more AP exams, a rate that was 23.0 and 31.7 percentage points higher than the rate for public school graduates in Maryland (43.6 percent) and the nation (34.9 percent), respectively. Districtwide, 53.2 percent of the 2021 MCPS graduates earned at least one AP exam score of 3 or higher, while 66.6 percent of the public school graduates in the state of Maryland and 22.5 percent of the national graduates in public schools attained an AP score of 3 or higher. [For &quot;Class of 2020 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum,&quot; see ED617824.]
Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
Author: Shelley, Mack, Ed.
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Middle School Students,Student Interests,Student Attitudes,STEM Education,Career Development,Computer Simulation,Biomedicine,Preservice Teachers,Secondary School Teachers,Science Teachers,Practicums,Genetics,Art Education,Science Instruction,Rural Development,Rural Youth,Tourism,Ecology,Foreign Countries,Ethnic Groups,Citizenship Education,College Graduates,Teacher Attitudes,Instructional Design,Geography,History,Art,Cultural Differences,Fairy Tales,Postcolonialism,COVID-19,Pandemics,Higher Education,Fuels,Economic Factors,College Faculty,Animals,Biochemistry,Nonverbal Communication,Journalism,Videoconferencing,Seminars,Chemistry,Written Language,Paper (Material),Printed Materials,Web 2.0 Technologies,Photography,Simulation,Teaching Methods,Data Analysis,Educational Administration,Health Education,Academic Achievement,Natural Resources,Postmodernism

&quot;Proceedings of International Conference on Research in Education and Science&quot; includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
Linking State Appropriations and College Completion among Diverse Students. Research Brief
Author: Horn, Aaron S.
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: State Aid,Educational Finance,Student Financial Aid,Higher Education,Undergraduate Students,Graduation Rate,Minority Group Students,African American Students,Hispanic American Students,White Students,Racial Differences,Minority Serving Institutions

The purpose of this research brief is to summarize the methodology and findings of the Midwestern Higher Education Compact (MHEC) report, &quot;The Effect of State Appropriations on College Graduation Rates of Diverse Students&quot; (see ED623525), which examines whether changes in state funding for public four-year institutions can be expected to affect the six-year completion rates of Black, Latinx, and White students as well as the institution's total cohort graduation rate for all students. The brief then presents results from a state simulation to show the expected effect of a 10% increase in funding on the number of first-time, full-time completers by race and ethnicity within each state.
Investing in Early Childhood Workforce Recovery. Policy Update. Vol. 29, No. 5
Author: Hao, Winona
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,COVID-19,Pandemics,Labor Force Development,Educational Change,Preschool Teachers,Educational Finance,Federal Aid,Statewide Planning,Sustainability,Investment,Teacher Salaries,Emergency Programs,Fringe Benefits,Mental Health,Well Being,Faculty Development,State Boards of Education,Program Implementation

The pandemic hit the already vulnerable early childhood education (ECE) workforce especially hard, causing almost 40 percent of child care providers to shut their doors and many teachers to lose their jobs. In 2021, enrollment in state-funded preschool also dropped for the first time in 20 years--a nearly 20 percent decline that erased a decade of growth. Because of the workforce's critical role in supporting children, families, businesses, and the economy, when the ECE system struggles, communities feel the effects. Federal relief funds provide an important opportunity to invest in and transform the ECE workforce. Many states developed plans to address the challenges that the workforce faces. However, without sustainable, long-term strategies for increasing compensation, they risk exhausting funding on short-term investments while maintaining a long-term funding gap for educators.
High Performing Systems for Tomorrow: Dialogues about the Future of Education Systems in a Changing World
Author: National Center on Education and the Economy (NCEE)
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Educational Change,Futures (of Society),Educational Trends,Trend Analysis,Employment,Technology Uses in Education,Teacher Role,Public Education,Design,Educational Policy,Achievement Tests,Secondary School Students,International Assessment,Foreign Countries,Artificial Intelligence,Educational Objectives,Educational Innovation,Teaching (Occupation)

The High Performing Systems for Tomorrow (HPST) was a three-year partnership among the Organization for Economic Cooperation and Development (OECD), the National Center on Education and the Economy (NCEE), and a select group of education leaders, including Directors-General, Deputy Ministers, senior advisors, and others, from among a group of jurisdictions with education systems that performed at the top of the OECD's Programme for International Student Assessment (PISA). These jurisdictions were British Columbia, Canada; Estonia; Finland; Hong Kong; and Singapore. The goal of the project was to consider the impact of digitalization and other global trends on the future of work and civil society; explore what this means for what students should learn and how they should learn it; and consider how this might change the role of educators and the design of public education systems. The work was organized around a series of semi-annual policy dialogues among OECD, NCEE and the leaders of the jurisdiction education systems to explore these themes. This paper serves as a report of those discussions.
Do School Choice Programs Contribute to the Resegregation of American Schools? Research Brief 15
Author: Cobb, Casey
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: School Choice,Charter Schools,Social Class,Race,School Resegregation,Diversity

In general, controlled school choice policies that aim to integrate schools along the lines of race or ethnicity and socioeconomic status are most often successful in achieving that goal. Unregulated systems of school choice, however, tend to exacerbate school segregation (Cobb &amp; Glass, 2009). This research brief summarizes research about charter schools and segregation and finds that the evidence shows that if school choice programs cannot or do not pay attention to social class and race, they generally increase segregation among schools. [This brief is adapted from &quot;Public and Private Education in America: Examining the Facts&quot; by Casey D. Cobb and Gene V Glass, published by ABC-CLIO in September 2021.]
Does Belonging Count in Math? An Action Research Study on Belonging and Academic Performance in the Corequisite and Gateway Math Courses
Author: Peterson, Dawn Leann
Date: 2022-12-00
Type: Reports - Research
Subjects: Action Research,Remedial Mathematics,Peer Relationship,Sense of Community,Mathematics Achievement,Teaching Methods,Learning Strategies,Correlation,Required Courses,In Person Learning,Online Courses,Academic Persistence,School Holding Power,Self Efficacy,Learning Motivation,Research Design,Research Methodology,Educational Research

This action research study was born out of the researcher's anecdotal observations that often the students in her remedial math courses who do not appear to form relationships with their classmates are the same students who fail to complete the course successfully. The purpose of this quantitative action research study was to determine whether there is a relationship between students' sense of belonging in a corequisite mathematics class and academic performance. The study also sought to determine if the teaching and learning strategies positively impacted sense of belonging. Belonging surveys and self-reported grades were used to answer the questions &quot;What is the nature of the relationship between the change in a student's sense of belonging in a corequisite math course and their academic performance in the corequisite and gateway math courses?&quot; and &quot;To what extent will the methods used for fostering a sense of belonging in the treatment group impact students' sense of belonging compared to the control group?&quot; There was no statistically significant relationship between belonging and course grades, yet one group did experience a significant increase in belonging. The researcher concludes that although students' sense of belonging and course grades may not be associated, instructors should foster sense of belonging in the classes they teach.
Science Related to Life. Book One: Water, Air and Sound
Author: Reh, Frank
Date: 1932-00-00
Type: Historical Materials
Subjects: Science Instruction,Teaching Methods,Textbooks,Water,Acoustics,Elementary School Students,Elementary School Teachers,Elementary School Science,Science Interests

The &quot;Science Related to Life&quot; textbooks are written to supply the need of elementary science teachers with textbooks that can be used independently by pupils. Throughout the series the author has kept in mind the aims of elementary science, as recognized by modern courses of study, namely to develop in pupils an interest in the natural phenomena about them, and knowledge and appreciation of the practical applications of science, to give pupils training in the scientific method, to lead pupils to appreciate the order and beauty which pervade the realm of nature, and to show that science is a potent factor in human betterment, since it affords mankind leisure in which to enjoy greater comforts and cultural advantages, by giving him more comforts and greater leisure for their enjoyment, and for cultural development. [Note: Page vi-vii are missing from the full text. For &quot;Science Related to Life. Book Two: Heat and Health,&quot; see ED623587.]
Parent Engagement and Information Use. Policy Brief
Author: Bailes, Lauren P.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Parent Participation,Family Involvement,Public Education,Access to Information,Information Dissemination,Users (Information),User Needs (Information),Family School Relationship,Individual Characteristics,Gender Differences,Information Seeking,Self Efficacy,Parent Role

In 2015, the Wilmington Education Improvement Commission, now known as the Redding Consortium for Educational Equity, emphasized the importance of parent and family engagement to the effectiveness of public education. The complex task of navigating educational systems has become further complicated by the pandemic over the past two years. It is more critical than ever to ensure that parents and families have timely, complete, and meaningful access to information from their students' schools. This brief shares how 150 Wilmington parents and guardians of school-aged students get, use, and circulate information. Dr. Lauren Bailes and Meaghan Vitale inform schools about ways that they can make information about schools more accessible to more families so that families feel empowered to engage with their students' educational processes.
Science Related to Life. Book Two: Heat and Health
Author: Reh, Frank
Date: 1932-00-00
Type: Historical Materials
Subjects: Science Instruction,Textbooks,Elementary School Teachers,Science Teachers,Elementary School Students,Teaching Methods,Scientists,Biographies,Heat,Health,Science Interests

&quot;Science Related to Life&quot; textbooks are written to supply the need of elementary science teachers for textbooks that can be used independently by pupils. Throughout the series the author has kept in mind the aims of elementary science, as recognized by modern courses of study, namely: (1) to develop in pupils an interest in the natural phenomena about them, and knowledge and appreciation of the practical applications of science; (2) to give pupils training in the scientific method; (3) to lead pupils to appreciate the order and beauty which pervade the realm of nature; and (4) to show that science is a potent factor in human betterment, since it affords mankind leisure in which to enjoy greater comforts and cultural advantages, by giving him more comforts and greater leisure for their enjoyment, and for cultural development. Each book is divided into problems, or &quot;units.&quot; Each problem ends with a simple summary, a set of questions, and suggestions for additional demonstrations and projects. At the end of each book are simple, interesting biographical sketches of scientists mentioned in the text. A list of reference books and suggestions for additional reading is appended. [For &quot;Science Related to Life. Book One: Water, Air and Sound,&quot; see ED623585.]