ethanporcaro/eric-fulltext-meta huggingface dataset:
Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students&apos; Outcomes. Appendix. NCEE 2022-008a
Author: Condliffe, Barbara
Date: 2022-07-00
Type: Reports - Research
Subjects: Behavior Problems,Student Behavior,Positive Behavior Supports,Training,Technical Assistance,Elementary School Students,Elementary Schools,Program Effectiveness,Evidence Based Practice,Student Needs,Educational Environment,Classroom Techniques,School Policy,Educational Practices,Behavior Modification,Reading Achievement,Mathematics Achievement,Gender Differences,Age Differences,Students with Disabilities,English Language Learners,Student Characteristics,Institutional Characteristics,Racial Differences,Ethnicity,Low Income Students

Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting Multi-Tiered Systems of Support for Behavior (MTSS-B). The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students, and then identifying and providing supplemental supports to students who need it. Given the reported widespread use of MTSS-B but limited evidence of effective programs, &quot;Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes,&quot; evaluated a promising, intensive program of MTSS-B training and technical assistance. This document provides supporting details on what was evaluated and how the study was carried out including sensitivity analyses for the findings presented in the report. The following four appendices make up this document: (1) The Study's MTSS-B Training and Technical Assistance Program; (2) Study Design, Data Collection, and Analytical Approaches; (3) Supplemental Information on Findings in the Report; and (4) Supplemental Sensitivity Analyses. [For the full report, see ED620900. For the Study Highlights, see ED620901.]
Report of the Commissioner of Education for the Year Ended June 30, 1910. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1910-00-00
Type: Historical Materials
Subjects: Boards of Education,Higher Education,Standards,Public Schools,Departments,Religious Education,Ethics,Coeducation,Weapons,Youth Programs,Money Management,Health,Hygiene,Compulsory Education,Child Labor,Labor Legislation,African American Education,International Relations,Conferences (Gatherings),Educational Legislation,Agricultural Education,Periodicals,Educational Administration,Administrators,Single Sex Schools,College Presidents,Vocational Education,Presidents,Department Heads,Teachers,Principals

In volume 1, the Commissioner of Education introduces topics to be covered in the report and discusses the Bureau of Education's work. Chapter 1 concerns current education topics, including education boards and commissions, education associations, higher education, education standardization, public schools, departments and branches of study, religious and ethical education, coeducation, rifle practice in schools, the Boy Scouts of America, school savings banks, health and hygiene, compulsory education and child-labor laws, education of the colored race, international education relations, and international education congresses. Chapter 2 covers education legislation including appropriations and miscellaneous enactments. Subsequent chapters address agricultural education, U.S. insular education, foreign education, American delegate reports from international congresses, and education periodicals. Also included is a directory of chief state school officers, city superintendents, single-sex and coeducational college and university presidents, school of technology presidents, university and college pedagogy department heads and professors, and normal school principals. [For Volume II, see ED620904.]
Report of the Commissioner of Education for the Year Ended June 30, 1910. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1911-00-00
Type: Historical Materials
Subjects: State Schools,Public Schools,Urban Schools,Colleges,Vocational Schools,Vocational Education,Business Schools,African American Education,Racial Segregation,Correctional Education,Institutionalized Persons,Correctional Institutions,Special Schools,Students with Disabilities,Blindness,Deafness,Intellectual Disability,Foreign Countries,Elementary Education,Animal Husbandry,Animals

Volume II of the Commissioner of Education's report presents statistics and discussion on state common-school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; secondary schools; manual and industrial training; commercial and business schools; schools for the colored race; reform schools, schools for the blind and for the deaf; schools for the feeble-minded; foreign elementary education; and Alaskan education including the reindeer service. [For the Volume I, see ED620903.]
Report of the Commissioner of Education for the Year Ended June 30, 1911. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Higher Education,Educational Change,Educational Legislation,Urban Schools,Public Schools,Extension Education,Libraries,Intellectual Disciplines,Vocational Education,Family and Consumer Sciences,Agricultural Education,Rural Areas,Foreign Countries,Conferences (Gatherings),Race,Educational Administration,Administrators,College Presidents,Single Sex Colleges,Coeducation,Department Heads,College Faculty,Principals,Elementary Secondary Education,Professional Associations

Volume I begins with the Commissioner of Education's introduction and a survey of education progress from 1900 to 1910. Subsequent chapters cover higher education, education legislation, recent progress in city schools, U.S. library extension programs, current education topics across education sectors and jurisdictions, industrial-education progress, a school for homemakers, agricultural education, rural uplift in foreign countries, education Puerto Rico, foreign education, and the report of the First Universal Races Congress. Also included is a directory of chief state school officers, city superintendents, single-sex and coeducational college and university presidents, school of technology presidents, university and college pedagogy department heads and professors, normal school principals, and national and sectional education associations. [For Volume II, see ED620906.]
Report of the Commissioner of Education for the Year Ended June 30, 1911. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Public Schools,Urban Schools,Colleges,Professional Education,Vocational Schools,Agricultural Education,Summer Schools,Private Schools,High Schools,Business Schools,African American Education,School Segregation,Special Schools,Students with Disabilities,Blindness,Deafness,Intellectual Disability,Elementary Education,Animal Husbandry,Animals

Volume II presents data and discussion on state-common school systems; city school systems; universities, colleges, and technological schools; agricultural and mechanical colleges; professional schools; normal schools; summer schools; public and private high schools; manual and industrial training; commercial and business schools; schools for negroes; state industrial schools; schools for the blind and for the deaf; schools for the feeble-minded; foreign elementary education; and Alaskan education including the reindeer service. [For Volume I, see ED620905.]
Input from the Implementers: District Leaders, Principals, School Board Members, and Educator Preparation Programs. NC Pathways to Excellence for Teaching Professionals. Policy to Practice Brief
Author: Public School Forum of North Carolina
Date: 2022-00-00
Type: Reports - Research
Subjects: Teacher Education Programs,School Districts,Principals,Administrator Attitudes,Human Resources,Superintendents,Boards of Education,Feedback (Response),Alternative Teacher Certification,Teacher Certification,Public Schools,State Standards,State Boards of Education,Teacher Effectiveness,Teacher Salaries,Program Implementation,Career Development,Kindergarten,Elementary Secondary Education,Models,Barriers,Financial Support,Mentors,Team Teaching,Apprenticeships,Capacity Building,Teacher Recruitment,Teacher Role,Equal Education,Educational Change,Disadvantaged Schools,Charter Schools,Adult Learning,Faculty Development

The North Carolina Department of Public Instruction (NCDPI) and the Professional Educator Preparation and Standards Commission (PEPSC) of the State Board of Education are working on a new teacher licensure pathways proposal, Pathways to Excellence for Teaching Professionals (Model). This proposal, if enacted, would restructure the state's system of teacher licensure and the various pathways and compensation approaches, affecting every district, school, teacher, and student. The Public School Forum conducted a series of focus groups to collect, synthesize, and share representative feedback from principals, district leaders (including Human Resources Directors and Superintendents), Educator Preparation Programs, boards of education, and others who will be impacted by or responsible for the implementation of the proposed Pathways to Excellence for Teaching Professionals Model. This brief summarizes the findings and recommendations from the participants. Several themes emerged in nearly every aspect of the discussion. [Contributors to the brief include Mary Ann Wolf, Emma Miller, Lauren Fox, and Elizabeth Paul. For the appendices, see ED620967.]
&quot;What Works&quot; for Community College Students? A Brief Synthesis of 20 Years of MDRC&apos;s Randomized Controlled Trials
Author: Weiss, Michael J.
Date: 2022-06-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Educational Research,Intervention,Program Effectiveness,Summer Programs,Enrollment,Academic Advising,Tutoring,Student Financial Aid,Barriers,Graduation Rate,Student Needs,Communities of Practice,Success,Courses,Educational Change

What works to help community college students progress academically? This brief synthesizes 20 years of rigorous research by MDRC, presenting new evidence about key attributes of community college interventions that are positively related to larger impacts on students' academic progress. Findings: Findings are based on a synthesis of evidence from 30 randomized controlled trials of 39 postsecondary interventions involving 60,000 students. The results of this research consistently indicate that the impacts of community college interventions increase with: (1) The comprehensiveness of the intervention, as measured by its number of components; and (2) The promotion of full-time enrollment (during fall and spring) and summer enrollment. Less consistent, but still promising evidence suggests the impacts of community college interventions also increase with the extent that they increase: (1) Advising use among students; (2) Tutoring use among students; and (3) Financial support for students (though the evidence is least consistent for this component). Consequently, the preceding five intervention features seem like a reasonable, evidence-based place to start when developing community college policy, designing a new community college intervention, or enhancing an existing community college intervention.
COVID-19: Update on Progress toward Safely Getting Back to Work and Back to School. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixteenth Congress, Second Session on Examining COVID-19, Focusing on an Update on Progress toward Safely Getting Back to Work and Back to School (June 30, 2020). Senate Hearing 116-523
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: COVID-19,Pandemics,Disease Control,School Safety,Occupational Safety and Health

This hearing of the Committee on Health, Education, Labor, and Pensions provides on an update on progress toward safely getting back to work and back to school after COVID-19. Opening statements were presented by: (1) Honorable Lamar Alexander, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented statements: (1) Anthony Fauci, M.D., Director, National Institute of Allergy and Infectious Diseases, National Institutes of Health, Bethesda, Maryland: Prepared statement of Doctors Fauci, Redfield, Giroir, and Hahn; (2) Robert Redfield, M.D., Director, United States Centers for Disease Control and Prevention, Atlanta, Georgia; (3) Brett Giroir, Admiral, M.D., Assistant Secretary for Health, United States Department of Health and Human Services, Washington, DC; and (4) Stephen Hahn, M.D., Commissioner of Food and Drugs, United States Food and Drug Administration, Silver Spring, Maryland. Additional Material from Senator Sanders includes a Testimony of Dr. Joycelyn Elders.
COVID-19: Going Back to School Safely. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixteenth Congress, Second Session on Examining COVID-19, Focusing on Going Back to School Safely (June 10, 2020). Senate Hearing 116-551
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,COVID-19,Pandemics,Reentry Students,School Closing,Federal Aid,Federal Legislation,Educational Change,Federal Government,Equal Education,Outcomes of Education,English Language Learners,Homeless People,Summer Programs,Emergency Programs,Federal Programs,Educational Finance,Educational Legislation,Financial Support,Racial Bias,Investment,Civil Rights,School Safety,Mental Health Programs,Educational Planning

This hearing of the Committee on Health, Education, Labor, and Pensions examines COVID-19 and going back to school safely. Opening statements were presented by: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented statements: (1) Penny Schwinn, Commissioner of Education, Tennessee Department of Education, Nashville, Tennessee; (2) Matthew Blomstedt, Commissioner of Education, Nebraska Department of Education, Lincoln, Nebraska; (3) Susana Cordova, Superintendent, Denver Public Schools, Denver, Colorado; and (4) Honorable John B. King, Jr., President and CEO, The Education Trust, Washington, DC. Additional material includes: (1) American Federation of Teachers, Prepared Statement; (2) National Education Association, Prepared Statement; and (3) National Association of School Nurses, Prepared Statement. Questions and answers include: (1) Response by Penny Schwinn to questions of: Senator Scott, Senator Murkowski, Senator Sanders, and Senator Warren; (2) Response by Matthew Blomstedt to questions of: Senator Scott, Senator Murkowski, Senator Warren, and Senator Sanders; and (3) Response by John B. King, Jr. to questions of: Senator Murkowski, Senator Sanders, and Senator Warren.
Question: How Does School Climate Relate to Academic Achievement in AISD, and What Can We Learn from These Relationships? E-Team Report: DPE Publication No. 06.02
Author: Schmitt, Lisa
Date: 2006-09-12
Type: Reports - Descriptive
Subjects: School Districts,Student Surveys,Educational Environment,Academic Achievement,Correlation,Elementary School Students,Low Income Students,Achievement Tests,Predictor Variables,Peer Relationship,Positive Behavior Supports,Secondary School Students,Limited English Speaking,Teacher Student Relationship,Values Education

This report describes how results from the Austin Independent School District (AISD) Student Climate Survey are related to academic achievement in AISD.
Question: Is Physical Fitness Related to Students 2007-2008 Mathematics, Reading/ELA, Science, Social Studies, and Writing TAKS Performance and Attendance? E-Team Report: DPE Publication Number 07.93
Author: Herrera, Angelica Ware
Date: 2009-05-00
Type: Reports - Research
Subjects: School Districts,Academic Achievement,Standardized Tests,Physical Fitness,Elementary Secondary Education,Student Characteristics,Body Composition,Body Weight,Body Height,Age Differences,Elementary School Students,Middle School Students,High School Students,Attendance,Muscular Strength,Correlation

This report summarizes analyses of 2007-2008 Austin Independent School District students' academic performance on the state-mandated test to their performance on a fitness assessment.
Input from the Implementers: District Leaders, Principals, School Board Members, and Educator Preparation Programs. NC Pathways to Excellence for Teaching Professionals. Policy to Practice Brief. Appendices
Author: Public School Forum of North Carolina
Date: 2022-00-00
Type: Reports - Research
Subjects: School Districts,Elementary Secondary Education,Kindergarten,Administrator Attitudes,Teacher Education Programs,Teacher Certification,Public Schools,Principals,Superintendents,Human Resources,Boards of Education,Program Implementation,Models,Barriers,Teacher Salaries,State Standards,Career Development,Apprenticeships,Alternative Teacher Certification,Team Teaching,Mentors,Incentives,Teacher Competencies,Equal Education,Teacher Effectiveness,Student Diversity,Teacher Recruitment,Capacity Building,Competition,Outcomes of Education,Teacher Role,Teacher Aides,Educational Quality,Feedback (Response),State Boards of Education

The North Carolina Department of Public Instruction (NCDPI) and the Professional Educator Preparation and Standards Commission (PEPSC) of the State Board of Education are working on a new teacher licensure pathways proposal, Pathways to Excellence for Teaching Professionals (Model). This proposal, if enacted, would restructure the state's system of teacher licensure and the various pathways and compensation approaches, affecting every district, school, teacher, and student. The Public School Forum conducted a series of focus groups to collect, synthesize, and share representative feedback from principals, district leaders (including Human Resources Directors and Superintendents), Educator Preparation Programs, boards of education, and others who will be impacted by or responsible for the implementation of the proposed Pathways to Excellence for Teaching Professionals Model. The appendices are the detailed responses from the focus groups. This document presents the following four appendixes that accompany the brief: (1) Positive Aspects of the Draft Model; (2) Challenges or Concerns; (3) Questions; and (4) Resources Needed. [For the Policy to Practice Brief, see ED620907.]
West Virginia Schools Re-Entry Guidance for the Education of Students with Exceptionalities
Author: West Virginia Department of Education (WVDE)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Educational Change,Students with Disabilities,Distance Education,Special Education,Reentry Students,Individualized Education Programs,Blended Learning,Access to Education,Educational Legislation,Federal Legislation,Equal Education,Compensatory Education,Conventional Instruction

On March 16, 2020, Governor Jim Justice of West Virginia issued an emergency closure of all public schools, changing the education system overnight from a brick and mortar face-to-face model to a remote learning model. Students with disabilities receiving special education and related services continue to be entitled to procedural safeguards and a Free Appropriate Public Education (FAPE) as outlined in the &quot;Individuals with Disabilities Education Act of 2004&quot; (&quot;IDEA&quot;) and West Virginia Board of Education (WVBE) &quot;Policy 2419: Regulations for the Education of Students with Exceptionalities.&quot; At this time, Congress has not granted authorization to the United States Department of Education (USED) to allow flexibilities or waivers to IDEA. Therefore, districts must continue to comply with all federal and state regulations and policies pertaining to students with exceptionalities. The following information presented in this report focuses on re-entry, recovery, and the re-establishment of procedures, processes and protocols to provide the services students with Individualized Education Programs (IEP) need to receive FAPE and meaningful benefit from their educational programs.
Arithmetic, Designed for Academies and Schools; Uniting the Reasoning of the French with the Practical Methods of the English System
Author: Davies, Charles
Date: 1859-00-00
Type: Books
Subjects: Arithmetic,Textbooks,Logical Thinking,Mathematical Applications,Business,Numbers,Fractions,Mathematical Concepts

This textbook seeks to (1) present to the young mind, unacquainted with the methods of exact reasoning, the elementary principles of arithmetic in their simplest form and combination; and (2) explain and illustrate the various applications of arithmetic in the transactions of business, and thus make known its great practical utility.
STEAM Minded Progress Report: A Comprehensive Approach to WV STEM Education
Author: West Virginia Department of Education (WVDE)
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: STEM Education,Art Education,Program Evaluation,Elementary Secondary Education,Program Implementation,Community Involvement,Teaching Methods,Computer Science Education,Labor Force Development

STEM is an acronym for the transdisciplinary integration of the four disciplines of Science, Technology, Engineering, and Mathematics. STEM education places a priority on the study of science and math with purposeful integration of technology and the engineering design process. STEM education is an opportunity for students to collaboratively solve engaging and relevant problems using innovation and creativity. The purpose of this progress report is to describe a comprehensive approach to STEM education in West Virginia and the ongoing progress and initial recommendations of the of the STEM workgroups. This progress report includes a summary of the specific recommendations for STEM education from each of the five work groups provided to the West Virginia Department of Education: (1) Workforce Development; (2) Computer Science; (3) Early and Elementary STEM Learning In and Across Disciplines; (4) Middle and Secondary STEM Learning In and Across Disciplines; and (5) Community Engagement.
Authorized Physiology Series, No. 3. The Outlines of Anatomy, Physiology, and Hygiene
Author: Tracy, Roger S.
Date: 1889-00-00
Type: Books
Subjects: Textbooks,Anatomy,Physiology,Hygiene,High School Students,Drinking,Narcotics,Substance Abuse

This textbook is a course in anatomy, physiology, and hygiene for high schools and advanced classes in common schools. The book complies with many states' law requiring lessons on the nature of alcoholic drinks and narcotics, and their effects.
Authorized Physiology Series, No. 1. Health for Little Folks
Date: 1890-00-00
Type: Books
Subjects: Textbooks,Physiology,Hygiene,Elementary School Students,Health Behavior,Health Promotion

This textbook is designed as a first book in the study of such laws of practical hygiene as pupils of primary grades can comprehend, and as will lead to the formation of habits essential to a healthy, happy, and useful life.