ethanporcaro/eric-fulltext-meta huggingface dataset:
Importance of Time Management Skills during the COVID-19 Pandemic: An Exploratory Learning Analytics Study in an Introductory Programming Course
Author: Er, Erkan
Date: 2022-06-00
Type: Journal Articles
Subjects: Programming,Time Management,Computer Science Education,Integrated Learning Systems,Distance Education,COVID-19,Pandemics,Learning Analytics,Introductory Courses,Undergraduate Students,Online Courses,Learning Activities,Assignments,Learner Engagement,Educational Change,Comparative Analysis,Student Attitudes,Tests,Foreign Countries

Time management is an important self-regulation strategy that can improve student learning and lead to higher performance. Students who can manage their time effectively are more likely to exhibit consistent engagement in learning activities and to complete course assignments in a timely manner. Well planning of the study time is an essential part of online learning and has been particularly critical in remote education during the COVID-19 pandemic. During this period of crisis, programming courses have been exceptionally challenging since students needed to devote sufficient time in the practice of code-writing besides studying the theoretical foundations, while, at the same time, working on the learning tasks for other online courses. Therefore, students' time management skills have been a determining factor in how they engaged in programming courses during the emergency remote education. In this regard, this study explores the association between students' time management skills and their course engagement (extracted from the LMS log data) in an undergraduate-level programming course taught fully online during the pandemic. Results show varying levels of participation and different temporal patterns of engagement depending on the students' ability to manage their time. Additionally, students with strong time management skills performed slightly better than those with poor time management skills. Implications for future research and practice are shared.
Scale for Designing the Future Validity and Reliability Study
Author: Gülsen, Cennet
Date: 2020-00-00
Type: Journal Articles
Subjects: Likert Scales,Design,Goal Orientation,Adolescents,Test Validity,Test Reliability,High School Students,Grade 9,Grade 10,Foreign Countries,Construct Validity,Factor Analysis,Factor Structure,Life Satisfaction,Measures (Individuals),Goodness of Fit

The purpose of this study is to research the validity and reliability of the Turkish version of Designing my Future Scale developed by Di Maggio et al (2017) for the adolescents. Study had been carried out with 360 students in total who randomly selected from grades 9 and 10 from Namik Kemal High School, Bekir pasa High School and Erenköy High School at the Northern part of the Cyprus. The scale has been translated into Turkish by three experts who are advance in English language to provide the linguistic equivalence. Translation of the scale into Turkish is done by two persons who are advanced in English and a person whose mother language is English and advance in Turkish. Final version is drafted by two researchers by comparatively evaluating the developed scale. Before the exploratory factor analysis, normality test, Barlett's tests for sphericity are carried out to see if the scale is factorable or not and then exploratory factor analysis are carried out by examining the Kaiser-Meger-Olkin (KMO) coefficient. To test the construct validity, structures are tested with confirmatory factor analysis. It is identified that original scale that has 19 items has 18 items and two factors structure in Turkish culture. Criterion-related validity is found related with the Satisfaction with Life Scale and Career Adaptability Scale in a positive way. For reliability analysis of the Designing my future Scale, Cronbach alpha test and split-half test and total item correlations are researched. Internal reliability coefficient is found 88 in total, future orientation dimension 87, resilience dimension 77 of the Designing my future Scale. Those findings show that Turkish version of the Designing my future Scale is a valid and reliable measurement tool that can be used career training studies and counselling services during adolescence period.
High School Graduation Requirements Emergency Waiver Program: Graduation Class of 2021. Final Report to the Legislature
Author: Parr, Andrew J.
Date: 2022-01-00
Type: Reports - Research
Subjects: High School Students,Graduation Requirements,COVID-19,Pandemics,Emergency Programs,Accountability,School Policy,School Districts,Credits,College Entrance Examinations

Engrossed House Bill 1121, signed into law during the 2021 Legislative session and codified in RCW 28A.230.320, provides the State Board of Education (SBE) the authority to establish an emergency waiver program to allow school districts and local educational agencies (LEAs) to waive certain high school graduation requirements on an individual student basis after the district makes a good faith effort to help the student meet the requirements. RCW 28A.230.320 requires the Office of the Superintendent of Public Instruction (OSPI) to provide SBE with certain data to complete a report for the Education Committees of the Legislature addressing two main topics. First, the SBE is to report on the total number of emergency waivers requested and issued, by school districts, including an indication of what requirement or requirements were waived. Second, SBE is to provide an analysis of any concerns regarding school district implementation, including any concerns related to school district demonstrations of good faith efforts identified by the SBE during its review of the data. This report is based on the final data files provided by the OSPI and the finalized data collection conducted by the SBE.
Principles of Chemistry; Embracing the Most Recent Discoveries in the Science, and the Outlines of Its Application to Agriculture and the Arts
Author: Porter, John A.
Date: 1863-00-00
Type: Books
Subjects: Textbooks,Chemistry,Science Instruction,Secondary School Science,College Science,Scientific Concepts,Art,Agriculture,Physics,Inorganic Chemistry,Organic Chemistry

This chemistry textbook presents a beginning course for schools or colleges. It presents a more complete classification than usual according to chemical analogies, the explanation of chemical phenomena in ordinary language, as well as symbols, and the addition of a complete set of formulae in the appendix. A number of recent and important discoveries are introduced, and the relations of chemistry to the arts and agriculture are considered. Topics include physics, chemical philosophy, inorganic chemistry, and organic chemistry.
Title V, Part A Summary Report: 2006-2007. Publication Number 06.36
Author: Garland, Marshall W.
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,School Districts,Grants,Educational Finance,Expenditures,Private Schools,Resource Allocation,Positive Behavior Supports,Federal Aid

This report summarizes information from Austin Independent School District's federal Title V, Part A grant program for the 2006-2007 school year.
Title V, Part A Summary Report: 2007-2008. Publication Number 07.67
Author: Garland, Marshall W.
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,School Districts,Educational Finance,Expenditures,Resource Allocation,Federal Aid,Grants,Private Schools

This report is a summary of 2007-2008 school year expenditures funded by the Title V, Part A federal grant program in Austin Independent School District.
Principles of Chemistry: Embracing the Most Recent Discoveries in the Science, and the Outlines of Its Application to Agriculture and the Arts. Designed for the Use of Colleges and Schools. A New Edition--Enlarged and Improved
Author: Porter, John A.
Date: 1865-00-00
Type: Books
Subjects: Textbooks,Chemistry,Science Instruction,Secondary School Science,College Science,Scientific Concepts,Art,Agriculture,Physics,Inorganic Chemistry,Organic Chemistry

This chemistry textbook presents a beginning course for schools or colleges. It presents a more complete classification than usual according to chemical analogies, the explanation of chemical phenomena in ordinary language, as well as symbolic language. A series of new and original designs are introduced, illustrating to the eye the groupings of organic chemistry. Topics include physics, chemical philosophy, inorganic chemistry, and organic chemistry.
School Reading by Grades: Eighth Year
Author: Baldwin, James
Date: 1897-00-00
Type: Books
Subjects: Textbooks,Grade 8,Reading Instruction

This textbook is an eighth-year reader. The book stresses cultivating literary judgement to pave the way for supplementary reading. Writings by authors such as Thomas De Quincey, William Wordsworth, Charlotte Bronte, John Greenleaf Whittier, Ben Jonson, Charles and Mary Lamb, William Shakespeare, Alfred Tennyson, Ralph Waldo Emerson, Henry Wadsworth Longfellow, Edmund Spenser, Victor Hugo, Lord Byron, Robert Browning, and John Milton are presented with full page illustrations and portraits.
Student Loan Advocate. 2021 Legislative Report
Author: Washington Student Achievement Council
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Student Loan Programs,Student Financial Aid,Debt (Financial),Minority Group Students,Racial Differences,Disproportionate Representation,State Government,Loan Repayment,Federal Aid,Federal Government,COVID-19,Pandemics,Barriers,Government Role,Advocacy,State Agencies,Gender Differences,Age Differences,Ethnicity,Student Characteristics,Consumer Education,State Legislation,State Policy,Federal Legislation,Grievance Procedures

Nationally, student debt has doubled between 2009 and 2019 and is now hovering around $1.7 trillion. The impact that student debt financing is having on borrowers of color is harmful and unsustainable. It is also widening the already significant racial wealth gap. The pandemic is likely to only exacerbate these inequities as people of color and working-class Americans have been the hardest hit by COVID-19 as well as the corresponding economic depression. While federal policy action would be the quickest and most effective way to solve these massive issues with student debt, there are actions the Washington state can take to influence the student loan servicing industry, reform higher education financing, and further protect borrowers. Three state agencies have been tasked with implementing the Student Loan Bill of Rights Implementation: (1) the Washington Student Achievement Council (WSAC); (2) the Department of Financial Institutions (DFI), and (3) the Office of the Attorney General (ATG). These agencies meet quarterly to discuss ongoing borrower issues, emerging trends, and changes to federal and state laws. While these agencies work collaboratively to serve borrowers, where appropriate, their individual approach and implementation is described separately. The implementation of the Student Loan Bill of Rights is presented in this report. While WSAC, DFI and the ATG have been able to assist many Washington borrowers in the last two years, borrowers are still struggling and require further protections.
School Reading by Grades: Fifth Year
Author: Baldwin, James
Date: 1897-00-00
Type: Books
Subjects: Textbooks,Reading Instruction,Grade 5,Elementary Schools,Reading Materials,Citizenship Education

This textbook is a fifth-year reader. The lessons in this volume have been prepared and arranged with a view towards several ends: to interest the young reader; to cultivate a taste for the best style of literature as regards both thought and expression; to point the way to an acquaintance with good books; to appeal to the pupil's sense of duty, and strengthen his desire to do right; to arouse patriotic feelings and a just pride in the achievements of our countrymen; and incidentally to add somewhat to the learner's knowledge of history and science and art. Pupils who have read the earlier editions of the series are now ready to spend time observing and discussing the literary contents, the author's manner of narrating a story, of describing an action or an appearance, of portraying emotion, of producing an impression upon the mind of the reader or the hearer. Writings adapted from authors such as Samuel Woodworth, Henry W. Longfellow, Charles Dickens, Nathaniel Hawthorne, Alfred Tennyson, Sir Walter Scott, John G. Whittier, Daniel Webster, and Sir Thomas Malory are presented.
12 Myths and Realities about Private Educational Choice Programs
Author: Bindas, Michael, Ed.
Date: 2021-02-22
Type: Reports - Descriptive
Subjects: Misconceptions,School Choice,Private Schools,Public Schools,Educational Finance,Academic Achievement,Outcomes of Education,Educational Improvement,Competition,Disadvantaged Youth,Racial Segregation,Accountability,Religious Education,State Church Separation,Tax Credits,Scholarships,Constitutional Law,Science Education,Students with Disabilities,Educational Legislation,Federal Legislation,Equal Education,Enrollment,Educational Discrimination,Elementary Secondary Education,Educational Vouchers,Charter Schools

Educational choice programs--defined broadly as programs that provide parents with financial aid to help their children opt out of the traditional public school system--are a hallmark of meaningful educational reform. Yet despite widespread news coverage of such programs, polls show most Americans are unfamiliar with how educational choice programs work. Opponents of educational choice routinely take advantage of this knowledge gap by promoting various myths intended to confuse legislators and policymakers and thereby deter them from enacting educational choice programs. In recognition of this dynamic, the Institute for Justice (IJ) created this publication. The goal is to dispel 12 of the most commonly circulated myths so that legislators and the public can make well-informed decisions about the merits of giving parents more control over their children's education. [For the previous version of this report, see ED607730.]
School Reading by Grades: First Year
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 1,Elementary Education,Alphabets,Handwriting

This textbook is a first-year reader. Lessons in this book relate to objects which are familiar to every child and which may be brought into every schoolroom. In accordance with the method pursued in the majority of the best schools, script is introduced at the same time with the Roman characters. This, besides other advantages, enables the teacher to make very extensive use of the blackboard in connection with each lesson from the book. The lessons are so constructed that, by variations of the different sentences, each one may be largely supplemented from the blackboard without the addition of new or unfamiliar words. This course makes it possible to introduce the young reader very early to some of the masterpieces of literature.
California Special Education Governance and Accountability Study: Report to the Chairs of the Relevant Policy Committees and Budget Subcommittees of the Legislature and the Department of Finance
Author: Doutre, S. M.
Date: 2021-11-15
Type: Reports - Research
Subjects: Special Education,Governance,Accountability,Individualized Education Programs,Educational Policy,Compliance (Legal),Best Practices,Outcomes of Education,School Districts,Educational Improvement,Students with Disabilities,Educational Finance,Resource Allocation,Inclusion,Academic Achievement,Achievement Gap,Regular and Special Education Relationship,Educational Legislation,Equal Education,Federal Legislation

California Senate Bill 74, Budget Act of 2020, required the California Department of Education (CDE) to conduct a study to examine the state's current governance and accountability structures that support California students with an individualized education program (IEP). The study was intended to focus on the end goals of improving outcomes for students with an IEP and increasing special education services provided in the least restrictive environment. For this study, governance is defined as education decision-making authority, along with the structures, policies, and tools through which an entity communicates its decisions and assigns authority and responsibility to other levels of the education system. Accountability is defined as education oversight -- including structures, policies, and tools -- created and implemented at federal, state, and local levels to evaluate and ensure compliance with legal requirements and to encourage implementation of recommended actions and best practices for improvement, all for the purpose of meeting established goals. The key study results include: (1) California's Governance and Accountability Structures; (2) Factors that Most Affected Outcomes for Students with an IEP; (3) Challenges and Opportunities for Improving California's Special Education Governance and Accountability Structures. Profiles of high-performing local educational agencies and recommendations to improve special education governance and accountability are also included. [Funded by the California Department of Education, Special Education Division.]
Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-Emotional Well-Being of English- and Spanish-Speaking Children
Author: Nguyen, Tutrang
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Social Emotional Learning,Well Being,Spanish Speaking,Preschool Children,Teacher Student Relationship,Parent Teacher Cooperation,Interpersonal Communication,English (Second Language),Student Experience,Grade 1,English,Native Speakers,Family Influence

Children's social and emotional experiences influence brain development and are therefore central to outcomes of behavior, learning, and health. The current study examined associations between children's cumulative educational assets in the early grades and end of first grade social-emotional outcomes for children from English- and Spanish-speaking families. Data were drawn from a sample of preschool-aged children (N = 1,132) from low-income families in a large, culturally, and linguistically diverse sample followed annually from pre-kindergarten through first grade. A multi-method, multi-informant approach was used to assess predictor and outcome variables. Results indicate overall that cumulative experiences of educational assets (teacher-student interaction and relationships, parent-teacher communication) were associated with indicators of children's social-emotional well-being and matter in similar ways for children from English- and Spanish-speaking families. However, we did find some evidence of significant interactions of Spanish as a home language with cumulative educational assets on children's conduct problems and feelings about peers.
Report of the Commissioner of Education for the Year Ended June 30, 1915. Volume I
Author: Department of the Interior, Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational Legislation,Urban Education,Rural Education,Secondary Education,Higher Education,Teacher Education,Medical Education,Vocational Education,Business Education,Agricultural Education,Family and Consumer Sciences,Social Work,Art Education,Kindergarten,Hygiene,School Surveys,Special Education,Deafness,Blindness,Students with Disabilities,Libraries,Museums,Churches,Youth Programs,Boards of Education,Philanthropic Foundations,Organizations (Groups),Alaska Natives,American Indian Education,Foreign Countries

Volume I begins with the Commissioner of Education's introduction. Data and discussion are provided on education legislation; education in large and in small cities; rural education; secondary education; higher education; teacher training; medical education; vocational education; commercial education; agricultural education; home economics; education for social work; homemaking education; art education; kindergarten; education hygiene; school surveys; education of the deaf and of the blind; libraries; American museums' education work; churches' education work; Young Men's Christian Association education work; education boards, foundations, and associations; schools for native Alaskans and for Indians; and foreign education. [Volume II not available.]
Report of the Commissioner of Education for the Year Ended June 30, 1916. Volume I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1916-00-00
Type: Historical Materials
Subjects: Educational Legislation,Urban Education,Rural Education,Secondary Education,Higher Education,Vocational Education,Medical Education,Legal Education (Professions),Engineering Education,Business Education,Agricultural Education,Gardening,Family and Consumer Sciences,Home Programs,Kindergarten,Hygiene,Immigrants,Surveys,Extension Education,Libraries,Museums,Churches,Youth Programs,Boards of Education,Philanthropic Foundations,Organizations (Groups),Foreign Countries

Volume I begins with the Commissioner of Education's introduction and a general survey of education. Data and discussion are provided on education legislation; education in large and in small cities; rural education; elementary education; secondary education; higher education; vocational education; medical education, legal education, engineering education; commercial education; agricultural education; school and home gardening; home economics; education in the home; kindergarten; educational hygiene; immigrant education; education surveys; education extension; libraries; American museums' education work; churches' education work; Young Men's Christian Association education work; education work of the Boy Scouts, Girl Scouts, and Campfire Girls; education boards, foundations, and associations; education in territories and dependencies; and foreign education. [For Volume II, see ED621143.]
Report of the Commissioner of Education for the Year Ended June 30, 1916. Volume II
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: Statistical Data,Public Schools,Urban Schools,Colleges,Vocational Schools,Agricultural Education,Professional Education,Private Schools,Summer Schools,High Schools,Business Schools,African American Education,School Segregation,Industrial Education,Special Schools,Students with Disabilities,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 ED621142.]