ethanporcaro/eric-fulltext-meta huggingface dataset:
The Commissioner&apos;s Annual Report: Submitted to the Congress by the Commissioner of Education. In Accordance with Sec. 412. (b) of P.L. 91-230
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1971-03-31
Type: Historical Materials
Subjects: Educational Quality,School Effectiveness,Social Problems,Educational Research,Federal Government,Government Role,United States History,Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Administration,Early Childhood Education,Reading Achievement,American Indian Education,Higher Education,Student Financial Aid,Student Evaluation,Reading Instruction,Teacher Shortage,Poverty,Drug Abuse,Beginning Teachers,Adjustment (to Environment),Educational Television,Federal State Relationship,Geographic Regions,Private Schools,Public Schools,School Desegregation,Advisory Committees

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education in 1970. Among additional topics covered are charges of U.S. education's inefficiency, unresponsiveness, and aloofness from great societal issues; education research; the federal role in education; education and the U.S. bicentennial; Title I of the Elementary and Secondary Education Act; program priorities, administration, and organization; early childhood education; reading scores; Indian education; higher education, including student financial aid; assessment; comparability; the Right to Read program; teacher shortages in high-poverty schools; drug-abuse education; portal schools to ease the transition from teacher training to teaching; educational television; federalism and education, including Impact Aid; regionalism; federal aid to nonpublic schools; desegregation and emergency school assistance; and education advisory councils.
Annual Report of the U.S. Commissioner of Education, Fiscal Year 1971. Submitted to the Congress March 31, 1972, in Accordance with Sec.412.(b) of Public Law 91-230
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1972-00-00
Type: Historical Materials
Subjects: Failure,Budgets,Courses,Instruction,Curriculum,Success,Compensatory Education,Educational Finance,Dropout Prevention,Minority Group Students,Bilingual Education,Immigrants,American Indian Education,Migrant Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Postsecondary Education,Student Financial Aid,Student Personnel Services,Black Colleges,Community Colleges,Career Education,State Programs,Early Childhood Education,Students with Disabilities,Educational Innovation,Reading Programs,Drug Abuse,Environmental Education,Art Education,Humanities,Gifted Education,Educational Research,Federal Government,Advisory Committees

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics discussed are education failings, including inadequate budges and ineffective courses, teaching, and curricula; evidence of success; compensatory education; education finance; dropout prevention; minority education, including bilingual education, migrant education, and Indian education; titles of the Elementary and Secondary Education Act (ESEA); postsecondary education, including student financial aid, non-financial assistance programs, black colleges, and community colleges; career education, including employer- and home-based models; state initiatives; early childhood education, education for the handicapped; education innovation; the Right to Read program; drug-abuse education; environmental education; arts and humanities programs in schools; gifted and talented programs; education research and dissemination; Office of Education management; and advisory councils and committees.
Annual Report of the U.S. Commissioner of Education: Fiscal Year 1972
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1973-00-00
Type: Historical Materials
Subjects: Educational Administration,Career Education,Educational Change,Higher Education,Student Financial Aid,Talent Identification,Study Abroad,Cultural Awareness,International Cooperation,Exchange Programs,Cooperation,Research,Specialists,Languages,Cultural Differences,Foreign Countries,Elementary Secondary Education,Low Income Students,Veterans Education,Teacher Education Programs,Educational Finance,Advisory Committees,Federal Government,Disadvantaged Youth,Students with Disabilities,Reading Programs,Teacher Supply and Demand,School Desegregation,Migrant Children,Student Diversity,Educational Technology,Drug Abuse,Bilingual Education,Educational Legislation,Second Language Learning

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics covered are a progress report by the Commissioner of Education; Office of Education management; the career education in educational reform; higher education, including student financial aid and the Talent Search program; international education cooperation and intercultural understanding, including teacher exchange and cooperative research; increasing the nation's manpower pool of trained specialists in languages and cultures of countries in Africa, Asia, the Middle East, Latin America, and Eastern Europe, and the USSR; the Teacher Corps; helping the ex-GI, including the Special Veterans Talent Search/Upward Bound program, and enlisting veterans into teacher-training programs; school finance, including work of the President's Commission on School Finance, the Advisory Commission on Intergovernmental Relations, and the Office of Education Task Force; help for the disadvantaged child; the schools and the handicapped; the Right to Read program; gaps in the teacher surplus; aiding school desegregation, including the Emergency School Assistance Program; migrant children; the multicultural classroom, including the Bilingual Education Act; educational technology; drug abuse, including the Help Communities Help Themselves program; and advisory committees and councils.
Annual Report of the U.S. Commissioner of Education: March 31, 1974
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1974-00-00
Type: Historical Materials
Subjects: Educational Finance,Educational Equity (Finance),Court Litigation,Postsecondary Education,Grants,Student Loan Programs,Public Opinion,Educational Quality,Teacher Supply and Demand,Women Faculty,Elementary Secondary Education,School Desegregation,Compensatory Education,Females,Access to Education,Federal Government,Government Role,Loan Default,Sanctions,Governance,Advisory Committees,Educational Legislation,Financial Support,Federal Legislation,Gender Discrimination,Sex Fairness

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education (OE) in 1973. Among topics covered are education finance, including equalization, &quot;Serrano v. Priest,&quot; &quot;Rodriguez v. San Antonio Independent School District,&quot; &quot;Barrera v. Wheeler,&quot; the National Commission on the Financing of Postsecondary Education, the new Basic Educational Opportunity Grant program, and the establishment of the Student Loan Marketing Association (Sallie Mae); public attitudes on education quality; the teacher supply; women in education; Title IX; elementary and secondary education, including desegregation and the Emergency School Aid Act, and compensatory education including Title I; education quality; the public view; teacher supply; women in education; equal access to education, including high court rulings; postsecondary education; elementary and secondary education; Office of Education administrative activities, including student loan default collection, Title I sanctions, and conduct of a Congressionally mandated study of all rules, regulations, guidelines, and other published orders governing OE programs; and advisory committees and councils.
Annual Report of the Commissioner of Education: Fiscal Year 1974
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1975-00-00
Type: Historical Materials
Subjects: Equal Education,School Desegregation,Civil Rights,Disadvantaged Youth,Grants,School Districts,Migrant Children,Child Neglect,Delinquency,Students with Disabilities,Bilingual Education,American Indian Education,Postsecondary Education,Student Financial Aid,Educational Improvement,Educational Quality,Reading Programs,Drug Education,Environmental Education,Teacher Education,Educational Television,Library Education,Land Grant Universities,School Construction,Planning Commissions,Veterans Education,Ethnic Studies,Educational Media,Refugees,Student Loan Programs,Federal Aid,Vocational Education,Agency Cooperation,United States History,Parent Education,Community Colleges,Foreign Countries,Energy Conservation,Advisory Committees

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics covered are increasing equal opportunity, including desegregation assistance, civil rights advisory services, education of disadvantaged children, grants to local education agencies, migrant children, neglected and delinquent children, handicapped children, bilingual education, Indian education, and postsecondary student financial Aid; improved educational quality, including the Right to Read program, drug education, and environmental education; education professions development, including Teacher Corps; language training and area studies; educational TV programming support; library programs; postsecondary education, including land-grant colleges and universities, higher education construction, state postsecondary planning commissions, and the veterans' cost-of-instruction programs; ethnic heritage studies; educational broadcasting facilities; Cuban-refugee loans; federal impact aid; library programs; vocational education; language training and area studies; interagency-cooperation programs, including those concerning the U.S. Bicentennial observance, parenthood education, &quot;cell block&quot; colleges, the Model Cities program, a study on the Community College of Micronesia on the Pacific island of Panopay, the Kennedy Center arts &quot;Showcase&quot; productions, and energy conservation; and advisory committees and councils. Appendices cover selected education statistics, Office of Education funding by state, administration of Public Laws 81-815 and 81-874 for FY74 [in a separate volume], and advisory councils' and committees' functions, meeting dates, and membership.
Annual Report of the Commissioner of Education: Fiscal Year 1975
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1976-00-00
Type: Historical Materials
Subjects: Equal Education,School Desegregation,Civil Rights,Disadvantaged Youth,Grants,School Districts,Migrant Children,Child Neglect,Delinquency,Students with Disabilities,Bilingual Education,American Indian Education,Postsecondary Education,Student Financial Aid,Adult Education,Job Training,Reading Programs,Educational Improvement,Educational Quality,Alcohol Abuse,Drug Abuse,Environmental Education,Teacher Education,Educational Television,Library Education,Vocational Education,School Construction,Planning Commissions,Veterans Education,Family and Consumer Sciences,Cooperative Education,Work Study Programs,Social Change,Ethnic Studies,Educational Media,Refugees,Student Loan Programs,Federal Aid,Librarians,Agency Cooperation,United States History,Parent Education,Theater Arts,Energy Conservation,Advisory Committees,Foreign Countries

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics covered are education-equalization programs, including desegregation assistance, civil rights advisory services, education of disadvantaged children, grants to local education agencies, migrant children, neglected and delinquent children, handicapped children, bilingual education, Indian education, postsecondary student financial Aid, adult education; and comprehensive employment and training; improved educational quality, including the Right to Read program, alcohol and drug abuse education, and environmental education; education professions development, including Teacher Corps; language training and area studies; educational TV programming support; library programs; postsecondary and vocational education, including higher-education construction, state postsecondary planning commissions, the veterans' cost-of-instruction programs, special-needs student programs, consumer and homemaking education, cooperative education, and work-study programs; programs to improve the life of the nation, including ethnic heritage studies, educational broadcasting facilities, Cuban-refugee loans, federal impact aid, and librarian-training programs; interagency-cooperation programs, including those concerning the U.S. Bicentennial observance, parenthood education, the New Communities program, the American College Theatre Festival, and energy conservation; and advisory committees and councils. Appendices cover selected education statistics, Office of Education funding by state, administration of Public Laws 81-815 and 81-874 for FY75 [in a separate volume], and advisory councils' and committees' functions, meeting dates, and membership.
Annual Report of the Commissioner of Education: Fiscal Year 1976 and Transition Quarter July 1-September 30, 1976
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1978-00-00
Type: Historical Materials
Subjects: Equal Education,School Desegregation,Civil Rights,Disadvantaged Youth,Grants,School Districts,Migrant Children,Child Neglect,Delinquency,Students with Disabilities,Bilingual Education,American Indian Education,Postsecondary Education,Student Financial Aid,Adult Education,Job Training,Educational Quality,Reading Programs,Alcohol Abuse,Drug Abuse,Environmental Education,Teacher Education,Library Education,Access to Education,Community Education,Art Education,Career Education,Consumer Education,Womens Education,Educational Television,Radio,Vocational Education,Land Grant Universities,School Construction,Veterans Education,Family and Consumer Sciences,Cooperative Education,Work Study Programs,Ethnic Studies,Professional Development,Federal Aid,Librarians,Advisory Committees,Metric System

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education. Among topics covered are the commissioner's assessment of the condition of education in the nation; education-equalization programs, including desegregation assistance, civil rights advisory services, education of disadvantaged children, grants to local education agencies, migrant children, neglected and delinquent children, handicapped children, bilingual education, Indian education, postsecondary student financial Aid, adult education; and comprehensive employment and training; improved educational quality, including the Right to Read program, alcohol and drug abuse education, environmental education, Teacher Corps, language training and area studies, library programs, supplementary educational centers and services, and programs in metric education, community education, arts in education, career education, consumers' education, women's educational equity, and educational television and radio programming; postsecondary and vocational education, including land-grant colleges and universities, higher-education construction, state postsecondary education commissions, the veterans' cost-of-instruction programs, special-needs student programs, consumer and homemaking education, cooperative education, and work-study programs; programs to improve the life of the nation, including ethnic heritage studies, educational broadcasting facilities, personnel development, federal impact aid, librarian-training programs, and library-construction programs; and advisory committees and councils. Appendices cover selected education statistics, Office of Education funding by state, administration of Public Laws 81-815 and 81-874 for FY76 [in a separate volume], and advisory councils' and committees' functions, meeting dates, and membership.
Final Report to the Secretary for the Commissioner of Education
Author: US Department of Health, Education, and Welfare, Office of Education (ED)
Date: 1979-06-00
Type: Historical Materials
Subjects: Educational Finance,Budgets,Organization,Basic Skills,Education Work Relationship,Higher Education,Special Education,Students with Disabilities,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Programs,Student Financial Aid,Tuition,Tax Credits,Grants,Student Loan Programs,Professional Personnel,Supervision,Professional Development,Affirmative Action,Audits (Verification)

The report presents data and discussion on U.S. education across sectors, as well as the work of the Office of Education (OE). Among topics covered are the education budget; OE reorganization; educational priorities, including basic skills, binding school to work, higher education, education of the handicapped; legislation, including the 1978 amendments to the Elementary and Secondary Education Act of 1965, the Middle Income Student Assistance Act, and tuition tax-credit proposals; OE finance and management; grants and procurement; waste, fraud and abuse reduction, including in federal student loans and with institutional-accountability programs; regulation-writing and comment-reconciliation simplification; paperwork-burden reduction, including streamlining, consolidating, or reducing reports and forms; improving personnel practices, including increasing representation of women and minorities, and improving supervisory performance; training activities at the OE Horace Mann Center, including reducing bureaucratic language in writing, employee development at all levels; and the Education Forum Branch activities including &quot;The 1978 Assembly&quot; during American Education Week, the Teacher of the Year Lecture, the Presidential Scholars Panel, the Washington Policy Seminars, and &quot;Education in America&quot; seminars participation; and audit resolution.
How Do Teachers Spend Their Time? Reporting Findings from a National Survey of Educators in District, Charter, and Private Schools
Author: McShane, Michael Q.
Date: 2022-07-00
Type: Reports - Research
Subjects: National Surveys,Charter Schools,Lesson Plans,Time Management,Teacher Attitudes,Faculty Workload,Teacher Surveys,In Person Learning,Educational Improvement,Discipline,Student Behavior,Grading,School Districts,Private Schools,Public Schools,Behavior Problems,Classroom Techniques,Elementary Secondary Education

The purpose of the report was to understand Teachers' time practices in the classroom and analyze how they spend their time. The report is based on survey results (administered via Qualtrics) in partnership with Hanover Research. The survey was conducted in February of 2022 and surveyed only teachers (part time and full time) who taught in classrooms (N=686). The most popular use of classroom time was direct, whole-class instruction. Eighty-one percent of surveyed teachers said they provided it during their most recent school week. Of those teachers, 44 percent spent more than 5 hours per week engaged in whole class instruction, and fewer than one in ten spent less than one hour. More than half the teachers reported they had their class interrupted by a student discipline issue. Individual planning time, perhaps unsurprisingly, was the most popular result, with the most time reportedly devoted to it, with 73 percent of teachers saying they engaged in it in the previous day and 63 percent of those teachers indicating they spent at least 30 minutes planning individually during the previous day. The teachers in our sample identified several areas for improvement. For a majority of teachers, student discipline issues cause classroom interruptions. For a substantial minority of teachers, student discipline issues suck up enormous amounts of time that should be spent preparing lessons, delivering them, and then grading.
Getting up Close and Cultural: The Impact of Cultural Simulation on FLES Learner Motivation
Author: Peskar, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: FLES,Likert Scales,Learning Motivation,Second Language Learning,Second Language Instruction,Individual Differences,Language Aptitude,Language Proficiency,Action Research,Simulation,Role Playing,Student Attitudes,Correlation,Teaching Methods,Learning Processes,Task Analysis,Grade 5,International Schools,Foreign Countries,Student Characteristics,Cultural Awareness

Individual differences (IDs) play an important role in the second language learning process and explain the varied experiences of the L2 learner. The two major IDs, language aptitude and motivation, can be primary factors in one's ultimate proficiency. While language aptitude is largely fixed, motivation is malleable and can aid in overcoming deficits in one's proficiency level. This action research study explores simulation techniques to gauge its impact on the motivation of 15 Foreign Language in the Elementary School (FLES) students. Simulation and role play have demonstrated to be engaging techniques that enhance the learning experience in the second-language classroom; however, it remains to be seen if these techniques have an impact on L2 motivation in the FLES context, namely in regard to integrative orientation. In this mixed-methods study, FLES learner motivation was surveyed to measure change in integrative motivation and attitude toward L2 learning, the two variables in Gardner's (1985) socio-educational framework of motivation. Using a Likert scale L2 Motivation Survey, a Language Background and Perceptions questionnaire, a semi-structured interview, and instructor field notes, findings were triangulated to form a conclusion surrounding this intervention's effectiveness. Quantitative results are conflicting: raw descriptive statistics show a promising correlation; however, they are mostly lacking in statistical significance. Despite this, when findings are combined with qualitative results, there is a concluded benefit for including cultural simulation in the FLES classroom.