ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Commissioner of Education for the Year June 30, 1917. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: War,Educational Resources,Agriculture,Food,Attendance,Citizenship Education,School Surveys,Public Agencies,Colleges,Foreign Countries,Educational Administration,Resource Allocation,Statistical Data,Information Dissemination,Publications,Higher Education,Vocational Education,Business Education,Kindergarten,Home Programs,Civics,Acculturation,Gardening,African American Education,Hygiene,Alaska Natives,Educational Legislation

Volume I begins with the Commissioner of Education's introduction. Education and the war are covered, with focus on mobilizing the intellectual resources of the nation, school children and crop production, the schools and food conservation, school attendance, and reaching public understanding through the schools. Discussion on educational surveys includes educational survey work as a function of the Bureau of Education; duplication among higher institutions; fundamental assumptions in survey work; and surveys of Wyoming, Colorado, the University of Nevada, San Francisco, and Arizona. General activities of the bureau are presented, including organization of the bureau's work, appropriations, statistics, correspondence, publications, higher education, vocational education and home economics, secondary education, city school administration, rural education, commercial education, kindergarten education, home education, community organization, civic education, Americanization, home and school gardening, negro education, school hygiene, education in foreign countries, and education for natives in Alaska. Educational conditions in the other warring countries are discussed: Conditions in England and Wales, the British education bill and statistical summaries, conditions in France, the French continuation-school bill, the Grenoble plan of vocational education, French universities, and conditions in Germany and Belgium. The report concludes with recommendations. [For Volume II, see ED621145.]
Report of the Commissioner of Education for the Year Ended June 30, 1917. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Urban Schools,Colleges,Vocational Schools,Agricultural Education,Professional Education,Public Schools,Private Schools,Summer Schools,High Schools,Business Schools,School Segregation,African American Education,Special Schools,Blindness,Deafness,Intellectual Disability

Volume II includes statistics and discussion on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; public and private normal schools; summer schools; public and private high schools; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; and schools for the feeble-minded. [For Volume I, see ED621144.]
Report of the Commissioner of Education for the Year Ended June 30, [1918-1921]
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1921-00-00
Type: Historical Materials
Subjects: Higher Education,Vocational Education,Military Personnel,Hospitals,Medical Education,War,Teacher Education,Teacher Associations,Extension Education,Hygiene,Physical Education,Public Schools,Acculturation,Educational Legislation,Rural Education,Consolidated Schools,Churches,Libraries,Urban Schools,Foreign Countries,Statistical Data,Agricultural Education,Family and Consumer Sciences,Gardening,Business Education,Educational Administration,School Surveys,African American Education,Kindergarten,Civics,Public Agencies

This document is a bound volume of four U.S. Commissioner of Education reports, for the years 1918, 1919, 1920, and 1921, each ending June 30. Each report provides discussion and data on U.S. education across sectors and jurisdictions. Among topics covered across the four reports are: Higher education, the federal board for vocational education, vocational training in Army hospitals, the students' Army training corps, medical education and the war, teacher training, teachers organizations, educational extension, school hygiene and physical education, the public schools and the war, Americanization through education, educational legislation, rural education and school consolidation, teacher training, educational work of churches, library activities, city schools, education in U.S. territories and dependencies, education in foreign countries, education statistics, education legislation, agricultural education, vocational education, home economics, the United States school garden army, community organization, commercial education, school administration, education surveys, negro education, kindergarten education, home education, civic education, and the work of the Bureau of Education.
2021 West Virginia Health Sciences and Rural Health Report
Author: West Virginia Higher Education Policy Commission
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Rural Areas,Medical Schools,State Aid,Medical Students,Enrollment Trends,Health Sciences,Profiles,Institutional Characteristics,Licensing Examinations (Professions),Debt (Financial),Student Financial Aid,Incentives,Loan Repayment,COVID-19,Program Evaluation,Counties,School Holding Power,Graduate Medical Education,Educational Policy,Graduates

West Virginia's three state-funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically is able to offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year of 2020-2021, 43 percent of the 399 medical students who enrolled in the first year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention for Practice in West Virginia; (6) Loans and Incentives; (7) The Rural Health Initiative Program; and (8) COVID-19 Response at West Virginia Colleges and Universities and Health Sciences Programs. [For the 2020 report, see ED610174.]
Adapting Pedagogy to Cultural Context. Occasional Paper. RTI Press Publication OP-0070-2109
Author: Jukes, Matthew C. H.
Date: 2021-09-00
Type: Reports - Research
Subjects: Teaching Methods,Cultural Context,Foreign Countries,Culturally Relevant Education,Cultural Differences,Classroom Communication,Student Participation,Ethics,Collectivism,Cooperative Learning,Psychological Patterns,Student Behavior,Learning Processes,Student Evaluation,Teacher Collaboration,Instructional Design,Educational Change,Self Esteem,Cultural Influences,Elementary School Students,Program Descriptions,Literacy Education,Learning Motivation,Rural Areas,Teacher Student Relationship

This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children's lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
Elevating Student Voice, Agency, and Co-Creation
Author: WestEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Student Participation,Leadership,Racial Bias,Reflection,Attitude Change,Interpersonal Relationship,School Culture,Inclusion,Participative Decision Making

This brief on including student voice, agency, and co-creation in education decision-making proceeds from the premise that successfully transforming education systems to be more student centered involves addressing four key elements: Individual Mindsets, Interpersonal Relationships, Community Culture, and Structural and Systemic Supports. The brief is adapted from and expands on a 2021 blog--&quot;To Achieve Racial Equity in Education, Include Students as Co-Creators&quot;--and draws on key concepts presented through the Equity Accelerator project in California. In particular, it draws from an Equity Accelerator professional learning session hosted by two student leaders and experts in youth engagement, leadership, and equity: Zoë Jenkins and Zachary Patterson (Jenkins &amp; Patterson, 2021). This session sparked productive conversations among Equity Accelerator Fellows about how to better engage students in racial equity efforts. Although many of the strategies presented in this brief apply to all initiatives that aim to feature student voices, the focus on racial equity prompted special consideration of how these concepts apply to students of the global majority--the students whom the Equity Accelerator Fellows aimed to better serve through their efforts. Therefore, in addition to offering ideas for effectively implementing student voice initiatives generally, this brief specifically includes ideas for advancing racial equity. [This brief was written by Equity Accelerator.]
What a Systematic Review of 32 Evaluations Says about the Impact of School-Based Law Enforcement
Author: Fisher, Ben
Date: 2022-05-00
Type: Information Analyses
Subjects: Police School Relationship,Law Enforcement,Crime,Punishment,School Safety,Outcomes of Education,Student Behavior

Over the past several decades, the presence of school-based law enforcement (SBLE) has grown steadily in the United States. In recent years, along with the steady growth of SBLE, criticisms of SBLE have grown louder and more pointed. This brief reports on the results of a study that applied a rigorous literature synthesis method--a systematic review--to synthesize the empirical literature on the relationship between SBLE and crime and behavior, perceptions of school, and learning outcomes.
Saudi Elementary EFL Teachers&apos; Beliefs about Young Language Learner Autonomy: Possibilities, Challenges, and Practices
Author: Bin Seddiq, Huda R. S.
Date: 2019-12-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Teachers,Language Teachers,English (Second Language),Second Language Instruction,Personal Autonomy,Public Schools,Knowledge Level,Second Language Learning,Problem Solving,Reflection,Cooperative Learning,Barriers,Self Evaluation (Individuals),Elementary School Students

This descriptive survey study aimed to explore elementary EFL teachers' beliefs about the language learner autonomy concept, the extent of its applicability for young learners, its constraints within the local educational context, and teachers' current promoting practices of young learner autonomy in their classrooms. The study utilized a 68-item Likert-scale structured questionnaire developed and administered to male and female EFL teachers at elementary public schools in Saudi Arabia, Dammam. Quantitative data were collected from 85 teachers and analyzed through simple descriptive statistics. The findings revealed that the teachers showed fair awareness of the effectiveness of language learner autonomy and reasonable knowledge about its promoting principles concerning language learning. However, they tend to understand learner autonomy primarily in terms of using learning resources independently. On the other hand, they showed less trust in their young learners' ability to be engaged in autonomous learning practices. Using language learning strategies, problem-solving skills, and self-learning reflection were fundamental practices in autonomous learning. However, teachers in this study relatively underestimated their young learners' abilities in these areas, yet they highly appreciated young learners' ability to work collaboratively. Teachers believe that the local institutional constraints are hindering their autonomy-promoting roles to a great degree. The lack of learning resources and big classes with mixed-level learners were perceived as the most hindering factors. The study indicated teachers' current autonomy-promoting practices. The teachers mainly support the psychological and social dimensions of autonomy, while the technical and political dimensions are less supported. However, observation and a larger sample are needed to support these results. The study provided future pedagogical implementations and suggestions for further studies.
Examining the Relationship between School Climate and ACT Composite Scores. ACT Research. Data Byte
Author: Anguiano-Carrasco, Cristina
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Educational Environment,Interpersonal Competence,Emotional Response,Wellness,Teacher Student Relationship,Academic Achievement,Correlation,Grade 11,Grade 12,High School Students,Scores,College Entrance Examinations,Social Emotional Learning,School Safety,Student Attitudes

A positive school climate is important for students' social and emotional wellness and ability to learn. For example, students with positive relationships with their teachers and who feel safe at school tend to show higher academic performance (Korpershoek et al., 2020). The purpose of the current study was to examine the relationship of school climate to ACT® test scores. Mosaic™ by ACT® Social Emotional Learning (SEL) assessment data was collected from 6,747 students (53% female, 47% male; 67% White, 12% Hispanic, 6% Black, 3% Asian; 74% 11th graders, 23% 12th graders at the time of the ACT test) and matched to their ACT scores. Their SEL assessment data were captured during the 2018-2019 and 2019-2020 school years, while the ACT tests occurred from 2018 to 2021. The assessment includes two measures of school climate, which are defined as follows: (1) Relationships with School Personnel: the extent to which students relate to school personnel as part of their connection to school; and (2) School Safety: students' perception of the school qualities related to security at school. The data show that there is a positive relationship between perceived school climate and ACT scores.
How Do Social and Emotional Skills and School Climate Relate to College Readiness in STEM? ACT Research. Data Byte
Author: Anguiano-Carrasco, Cristina
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Interpersonal Competence,Social Development,Emotional Development,Educational Environment,Teacher Student Relationship,Academic Achievement,Correlation,Student Attitudes,College Readiness,STEM Education,College Entrance Examinations,Emotional Response,School Safety,Grade 11,Grade 12,High School Students

Social and emotional (SE) skills are related to many positive outcomes, including academic performance, degree attainment, and life satisfaction, and are often taught through social and emotional learning (SEL) programs. Furthermore, a positive school climate is important for students' social and emotional wellness and ability to learn. For example, students with positive relationships with their teachers and who feel safe at school tend to show higher academic performance. The purpose of the current study is to examine the relationship between SE skills and students' perceptions of school climate with college readiness in science, technology, engineering, and mathematics (STEM). STEM readiness is measured by the ACT® math and science tests and the ACT College Readiness Benchmark for STEM.
Instructional Equity and Respect for Diversity in Schools: Staff Perceptions Vary by Race/Ethnicity and by Role
Author: McCullough, Shannon Nemer
Date: 2022-00-00
Type: Reports - Research
Subjects: Equal Education,Diversity,Secondary School Teachers,Teacher Attitudes,Elementary Secondary Education,Educational Environment,Teacher Characteristics,African American Teachers,White Teachers,Racial Differences,School Personnel,Special Education Teachers,Administrator Attitudes,Counselor Attitudes

As student populations become increasingly diverse, more schools are recognizing the importance of providing safe, engaging, and supportive school environments. As a part of these efforts, national attention has focused on promoting instructional equity and respect for diversity. Although some research has examined students' perceptions of equity and respect for diversity in their schools, fewer studies have explored the perceptions of school staff members. Given that instructional equity and respect for diversity are important indicators of school climate, this brief explores how secondary staff perceive these conditions and how their perceptions vary based on their race or ethnicity and role. Given the unique perspective of staff in secondary schools, the brief is based on an analysis of California School Staff Survey (CSSS) data from 118,986 secondary school staff (all of the survey's respondents from secondary level schools) who completed the survey in the 2017/18 or 2018/19 school years, which are the two most recent years with full data from the survey. Though the staff in this sample generally agreed that conditions related to promoting instructional equity and respect for diversity existed in their schools, the mean scale scores for strong agreement were under 50 percent, indicating more attention needs to be paid to promoting conditions that foster these important aspects of school climate and student success. Responses also varied both by race or ethnicity and by role in ways that were consistent in both areas.
The Power of Digital Tools: A Community-Based Training and Tracking Application to Strengthen Health Outcomes
Author: Abt Associates, Inc.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Health Promotion,Community Programs,Capacity Building,Intervention,Drug Therapy,Computer Software,Mothers,Infants,Nutrition,Infant Mortality,Access to Health Care,Outreach Programs,Health Behavior,Barriers,Behavior Change,Meetings,Health Education,Supervision,Foreign Countries

This brief by Abt Associates discusses the application of digital tools to build capacity for both tracking activities and analyzing service quality and trends so providers can develop more responsive interventions. It describes the benefits of a CommCare-based, Abt-deployed Community-Based Events and Continuing Medication apps, developed for the USAID-funded Healthy Mothers Healthy Babies Activity in Tajikistan. The Activity's goal is to improve the nutritional status of mothers and of children under two, and reduce their morbidity and mortality rates--by increasing the availability of high-quality, life-saving health services. The Community-Based Education app has been successfully used by 307 facilitators in four districts in Tajikistan and by 12 participating District Coordinators and in Health Lifestyle Centers. It collects and stores data, and facilitates data analysis, on community-level outreach activities, including meetings, trainings, and mentoring and supportive supervision visits Digital tools like this help identify key barriers to and motivators for behavior change, leading to more effective messages and interventions. Project implementers can now compare participant training data with other Healthy Mother Healthy Baby indicators to identify where additional targeted trainings are needed.
Learning from Young People about How Safe and Supportive Conditions at Home Can Inform School Climate
Author: Mosley, Joseph
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Family Environment,Educational Environment,Student Experience,COVID-19,Pandemics,Educational Improvement,Student Attitudes,Distance Education,Family School Relationship,Recess Breaks,Peer Relationship,Homework,Pacing,Access to Education,Electronic Learning,Safety,Inclusion

With most K-12 students having transitioned back into the classroom after a period of distance learning prompted by the COVID-19 pandemic, many educators are considering how to redefine traditional models of teaching and learning, including how they might strengthen school climate conditions so that all learners feel safe and supported. One important component of this shift is to listen to students, considering them as both experts of their own experiences and essential partners in their own education--a concept known as &quot;student voice.&quot; Contrary to the reigning deficit-based narrative about student experiences during the pandemic--that students suffered while learning from home--many students actually thrived in their safe, responsive home environments. To derive strengths-based insights about how educators can learn from supportive home conditions to strengthen school climates, the national Center to Improve Social and Emotional Learning and School Safety (CISELSS) at WestEd convened five students from Education for Change Public Schools in Oakland, California, for a virtual focus group in fall 2021, and Education for Change conducted informal follow-up interviews with nine students to learn more about their experiences. This report provides a description of how CISELSS conducted its focus group, some of the school climate ideas that emerged, and other ways that educators might center student voice in improving school climate.
What Does the Research Say on SEL and Equity? Knowns and Unknowns in Meeting the Needs of Students from Historically Underserved Populations. Research Report
Author: Burrus, Jeremy
Date: 2022-03-00
Type: Reports - Research
Subjects: Social Emotional Learning,Disadvantaged,Access to Education,Social Bias,Disproportionate Representation,Minority Groups,Student Needs,Equal Education,Outcomes of Education,Students

Social and emotional learning is often cited as a means through which to improve equity outcomes for learners from historically underserved populations. The research compiled in this review shows how social and emotional skills are intertwined with meeting the needs of all students, and particularly those from historically underserved populations. It is critical that scholars in the field of social and emotional learning fully understand these connections and further unpack causal mechanisms in order to develop solutions that can increase equity outcomes and help all students succeed.