ethanporcaro/eric-fulltext-meta huggingface dataset:
What Factors Are Associated with the Likelihood of an English Learner Becoming a Long-Term English Learner?
Author: Cashiola, Lizzy
Date: 2022-04-00
Type: Reports - Research
Subjects: English Language Learners,Language Proficiency,At Risk Students,Student Characteristics,Institutional Characteristics,Neighborhoods,Community Characteristics,Public Schools,Classification,English (Second Language),Second Language Instruction,Immersion Programs,Bilingual Education

The number of English learners (ELs) who do not reclassify as English proficient after the first five years of schooling has increased across the state of Texas. ELs are a diverse population of students with varying levels of English proficiency. Many students who begin school as an EL reclassify as English proficient in a timely manner and go on to achieve academic success. Students who remain EL after five years in school are considered &quot;long-term English learners&quot; (LTELs) and are at risk for negative academic outcomes, such as lower test scores, higher risk of drop out, and lower on-time high school graduation rates. The purpose of this brief is to examine student-, campus-, and neighborhood characteristics that can be considered risk or protective factors for the likelihood of an EL becoming LTEL, with the goal of helping school districts identify which students may be at-risk of becoming LTEL. This brief is part of a larger research project examining characteristics of LTELs, patterns of reclassification, predictors of LTEL status, and outcomes of LTELs within the state of Texas, with particular attention to 10 Houston-area public school districts. [For the previous two briefs in this study, see ED614668 and ED614658.]
Responding to a Global Pandemic: The Role of K-12 Science Teachers. Technical Report
Author: Trygstad, Peggy J.
Date: 2021-10-00
Type: Reports - Research
Subjects: Science Teachers,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Science Instruction,Teaching Methods,COVID-19,Pandemics,School Closing,Teacher Role,Information Sources,Access to Information,Science Curriculum,Student Interests,Instructional Materials,Learner Engagement,Decision Making,Current Events,Scientific Principles,Vignettes

This report presents results from a survey of over 2,000 K-12 science teachers regarding their instruction related to COVID-19. Teachers were surveyed in the spring of 2020 shortly after school buildings closed. In addition, 40 teachers were interviewed. Results are reported separately for elementary, middle, and high school teachers. [This report was written with Anna D. Bruce and Aisha D. Sykes.]
Science Teachers as Public Health Educators: The Critical Role of K-12 Science Teachers in Communicating Accurate Information about SARS-CoV-2 and COVID-19. Policy Brief
Author: Trygstad, Peggy J.
Date: 2022-03-00
Type: Reports - Research
Subjects: Science Teachers,Teacher Role,Public Health,Health Promotion,Science Instruction,Teaching Methods,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Information Sources,Student Interests

This policy brief summarizes results from a survey of over 2,000 K-12 science teachers regarding their instruction related to COVID-19. Teachers were surveyed in the spring of 2020 shortly after school buildings closed. In addition, 40 teachers were interviewed. The brief also discusses implications and recommendations. [This brief is derived from &quot;Responding to a Global Pandemic: The Role of K-12 Science Teachers. Technical Report&quot; (ED623240).]
COVID, Climate, Children &amp; Schools: Focus on Climate. National Healthy Schools Summit 2022
Author: Healthy Schools Network, Inc.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Climate,Environment,Health,Equal Education,Minority Groups,American Indian Education,Social Justice,School Role,Educational Environment,Child Health,Pollution,Conservation (Environment),School Community Relationship,Energy Conservation

Healthy Schools Network hosted the second national virtual summit &quot;COVID, Climate, Children &amp; Schools: Focus on Climate&quot; in April 2022. Over two afternoons, the summit elevated key issues of environment, health, and education justice that have come into sharper focus during the COVID and climate crises. Nearly three hundred people joined the summit. This growing base of informed advocates from forty-five states included seventy-three representatives of local schools, seventy-five representatives of public agencies, and eighty-seven representatives of NGOs as well as attendees from several countries in the EU, plus India and Nigeria. The stellar line-up of keynoters, moderators, and panelists included the vice presidents of the American Federation of Teachers and the National Education Association, the co-chair of ASHRAE's climate task force (the American Society of Heating, Refrigerating, and Air-Conditioning Engineers is the international standard-setting body on indoor air), and the Academy of Pediatrics' designee Lisa Patel, MD, discussing climate impacts on children. The national panel of environmental justice activists included several from the Navajo Nation. In all, a diverse array of thirty speakers participated in the summit, more than half of whom were people of color. [Additional sponsors of the summit include: Children's Environmental Health Network, Sierra Club, and New York State Energy Research and Development Authority (NYSERDA). Summit Contributors included ASHRAE and the Institute for Tribal Environmental Professionals.]
Illinois Community College Board Fiscal Year 2022 Spring Enrollment
Author: Illinois Community College Board (ICCB)
Date: 2022-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment Rate,Enrollment Trends,Full Time Students,COVID-19,Pandemics,Online Courses

Community colleges report general opening spring term enrollment figures to the Illinois Community College Board using a brief web-based survey. These figures reflect student enrollments as of the end of registration for the Spring 2022 semester--usually the 10th day of the term. Community colleges in Illinois serve a racially and ethnically diverse student population ranging in age and from varying economic conditions. Safe, innovative, and flexible course offerings and formats to meet student needs in the variety of programs offered at community colleges continued in the Spring 2022 term. Still, with community colleges serving a substantial number of at-risk students, the pandemic has heightened issues for that population ranging from fiscal to technological to emotional, and impacted enrollment statewide. Overall, compared to the same term one year ago, statewide Spring 2022 headcount enrollments and full-time equivalent (FTE) enrollments continue to be affected by COVID-19. Table 1 contains comparative statewide spring tenth-day enrollments for the last five years. Table 2 provides a comparison of fiscal year 2018 through fiscal year 2022 spring headcount enrollments for each community college. Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2018 through fiscal year 2022 spring opening course enrollments (duplicated) in internet-based courses at each community college. Table 5 provides fiscal year 2022 spring opening enrollments by instructional program area. Table 6 provides opening headcount enrollments of dual credit students in Spring 2022. [For the 2021 report, see ED611291.]
First Book: Numbers. Children&apos;s Arithmetics by Grades Globe Series
Author: Chancellor, William E.
Date: 1901-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Arithmetic,Elementary School Mathematics

The textbook is intended for students who know the number from one to ten. The purpose of the textbook is to conform numbers in their facts and principles to the usual processes and powers and interests of children's minds. The graded reader has opened the way for the graded arithmetic. Grading all books is part and parcel of the new education, which means to discover and to obey the facts of the child-mind, its methods, nascent periods, and order of growth. It also includes suggestions for teachers how to use the book for teaching. [Cover title varies: &quot;Graded Arithmetics. Book One--Grade II.&quot;]
Second Book, Third Year: Fundamental Operations. Children&apos;s Arithmetics by Grades Globe Series
Author: Chancellor, William E.
Date: 1901-00-00
Type: Historical Materials
Subjects: Textbooks,Arithmetic,Mathematics Instruction

This book is intended for students who know the numbers from one to thirty thoroughly, who can count to one thousand, who know something of the multiplication tables of two, three, four, five, six, ten, and twelve, and who understand the simplest facts about ratio and fractions. The purpose of the textbook is to conform numbers in their facts and principles to the usual processes and powers and interests of children's minds. The graded reader has opened the way for the graded arithmetic. Grading all books is part and parcel of the new education, which means to discover and to obey the facts of the child-mind, its methods, nascent periods, and order of growth. It also includes suggestions for teachers how to use the book for teaching. [Cover title varies: &quot;Graded Arithmetics. Book Two--Grade III.&quot;]
Third Book, Fourth Year: Intermediate Principles. Children&apos;s Arithmetics by Grades Globe Series
Author: Chancellor, William E.
Date: 1901-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Arithmetic

This textbook is for arithmetic students who can use numbers into the thousands in addition and subtraction, who know what ratio is and understand something about fractions, who know some facts of measures, and who have studied the multiplication tables. The book contains about a year's work, mostly in practice, partly in extension of knowledge. The new topics introduced here are direct outgrowths of earlier topics, and are presented in their simplest forms and relations. It also includes suggestions for teachers how to use the book for teaching. [Cover title varies: &quot;Graded Arithmetics. Book Three--Grade IV.&quot;]
Correlated Mathematics for Junior Colleges. The University of Chicago Mathematical Series. The School of Education Texts and Manuals
Author: Breslich, Ernst R.
Date: 1919-00-00
Type: Historical Materials
Subjects: Two Year Colleges,College Mathematics,Textbooks,Educational History

This textbook is designed primarily to follow the third book of the author's series of textbooks of secondary mathematics. Therefore, it presupposes the essentials of high-school algebra, plane and solid geometry, and trigonometry. It aims to combine the work which is commonly covered in separate courses in college algebra and in analytical geometry. The course is therefore suitable for the first year of the junior college and may be taught either in the fourth year of high school or in the first year of college.
State of the States 2022: Teacher Compensation Strategies
Author: Saenz-Armstrong, Patricia
Date: 2022-09-00
Type: Reports - Research
Subjects: Educational Policy,State Policy,Teacher Salaries,Compensation (Remuneration),Teacher Selection,Teacher Persistence,Merit Pay,Teaching Experience,Elementary Secondary Education,Emergency Programs,Grants,Federal Aid,Diversity (Faculty),Incentives,Teacher Evaluation

Salaries are one of the most powerful policy levers states and school districts can use to attract qualified, effective, and diverse teachers. What role do states play in supporting strategic use of salaries? This report examines the state teacher compensation policies that influence districts' potential strategic use of teacher pay. It analyzes three types of state policies that aim to attain three purposes: (1) Differentiated pay: To attract teachers to traditionally hard-to-staff subjects or schools; (2) Performance pay: To reward high-performing teachers; and (3) Pay for prior work: To compensate teacher candidates for prior experience relevant to teaching. With the influx of federal Elementary and Secondary School Emergency Relief (ESSER) funds, some states have designed new or expanded already existing initiatives aimed to attract or retain teachers to hard-to-staff positions. The analysis in this report includes these state strategies, while acknowledging that they might only remain in place temporarily while ESSER funds remain available. [For the the second report in this three-part series, &quot;State of the States 2021: Teacher Preparation Policy,&quot; see ED611532.]
Easy Lessons in Mental Arithmetic, upon the Inductive Method; Adapted to the Best Mode of Instruction in Primary Schools. Eaton&apos;s New Primary Arithmetic
Author: Eaton, James S.
Date: 1877-00-00
Type: Historical Materials
Subjects: Mathematics Instruction,Teaching Methods,Arithmetic,Lesson Plans,Elementary School Students,Numbers

This textbook is a course in mental arithmetic that is essentially based on the object-lesson plan. It is believed that the pupil in the primary school can more readily acquire a familiarity with numbers from the use of objects and pictures than from an uninterrupted drill on the tables. It also includes suggestions for teachers how to use the book for teaching.
Better English: Grade Five
Author: Jeschke, Harry Jewett
Date: 1929-00-00
Type: Historical Materials
Subjects: English Instruction,Grade 5,Elementary School Students,Textbooks

This textbook for the fifth grade seeks to help pupils take an interest in the quality of their English and speak more correctly, more effectively and more agreeably, and to write with due regard for the essentials of good form. Until the language lesson is understood to be distinctively a lesson in craftsmanship, it will contribute little or nothing to the improvement of the pupil's speaking or writing. It is this fresh and fruitful understanding of the problem that the present textbook stresses in every lesson. To teach language is to teach a craft or an art. Its key word is practice -- practice applied, on the one hand, to helping the pupil overcome undesirable speech habits, the corrective aspect, and, on the other hand, to helping him build a speech technique, the constructive aspect. Throughout the book the effort has been to realize the new point of view which alone can make language teaching effectual and to give that point of view adequate expression in a new procedure. The generous Appendix following the lessons supplies additional optional material of great variety in order that the book may not fail to do complete justice to pupil differences.
Better English: Grade Six
Author: Jeschke, Harry Jewett
Date: 1929-00-00
Type: Historical Materials
Subjects: English Instruction,Grade 6,Elementary School Students,Textbooks

This textbook for the sixth grade seeks to help pupils take an interest in the quality of their English and speak more correctly, more effectively and more agreeably, and to write with due regard for the essentials of good form. Until the language lesson is understood to be distinctively a lesson in craftsmanship, it will contribute little or nothing to the improvement of the pupil's speaking or writing. It is this fresh and fruitful understanding of the problem that the present textbook stresses in every lesson. To teach language is to teach a craft or an art. Its key word is practice -- practice applied, on the one hand, to helping the pupil overcome undesirable speech habits, the corrective aspect, and, on the other hand, to helping him build a speech technique, the constructive aspect. Throughout the book the effort has been to realize the new point of view which alone can make language teaching effectual and to give that point of view adequate expression in a new procedure. The generous Appendix following the lessons supplies additional optional material of great variety in order that the book may not fail to do complete justice to pupil differences.
Thinking about Quantity: The Intertwined Development of Spatial and Numerical Cognition
Author: Newcombe, Nora S.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Correlation,Spatial Ability,Numbers,Teaching Methods,Arithmetic,Schemata (Cognition),Cognitive Mapping,Learning Processes,Mathematics Instruction,Mathematical Concepts,Concept Formation,Fractions,Piagetian Theory,Elementary School Students,Preschool Children,Developmental Stages,Child Development

There are many continuous quantitative dimensions in the physical world. Philosophical, psychological and neural work has focused mostly on space and number. However, there are other important continuous dimensions (e.g., time, mass). Moreover, space can be broken down into more specific dimensions (e.g., length, area, density) and number can be conceptualized discretely or continuously (i.e., natural versus real numbers). Variation on these quantitative dimensions is typically correlated, e.g., larger objects often weigh more than smaller ones. Number is a distinctive continuous dimension, because the natural numbers (i.e., positive integers) are used to quantify collections of discrete objects. This aspect of number is emphasized by teaching of the count word sequence and arithmetic during the early school years. We review research on spatial and numerical estimation, and argue that a generalized magnitude system is the starting point for development in both domains. Development occurs along several lines: (1) changes in capacity, durability and precision, (2) differentiation of the generalized magnitude system into separable dimensions, (3) formation of a discrete number system, i.e., the positive integers, (4) mapping the positive integers onto the continuous number line, and (5) acquiring abstract knowledge of the relations between pairs of systems. We discuss implications of this approach for teaching various topics in mathematics, including scaling, measurement, proportional reasoning, and fractions. [This paper was published in &quot;Wiley Interdisciplinary Reviews: Cognitive Science&quot; v6 n6 p491-505 2015.]
Better English: Grade Seven
Author: Jeschke, Harry Jewett
Date: 1929-00-00
Type: Historical Materials
Subjects: English Instruction,Grade 7,Middle School Students,Textbooks

The purpose of this language and grammar book for the seventh grade is to improve the pupil's English. Such improvement means not one achievement but many. It resolves itself in practice into numerous detailed aims and individual lines of instruction, of effort, of exercise, and of progress. In terms of major objectives it includes the attainment of an acceptable measure of (1) grammatical correctness in the pupil's speaking and writing; (2) skill in the pupil's use of sentences; (3) accuracy in the pupil's pronunciation; (4) adequacy and agreeableness in the pupil's vocal utterance; (5) clearness and effectiveness in the pupil's statements; (6) fullness and readiness in the pupil's vocabulary; and (7) proficiency in the pupil's punctuation, paragraphing, and letter form. This book is a practice book--a laboratory manual in the &quot;art&quot; of speaking and writing correct and effective English rather than a textbook in the &quot;science&quot; of grammar.
Findings from a Two-Year Effectiveness Trial of the Science Notebook in a Universal Design for Learning Environment
Author: Yu, Jennifer
Date: 2021-11-00
Type: Journal Articles
Subjects: Access to Education,Elementary School Students,Science Achievement,Student Motivation,Students with Disabilities,Writing Skills,Teacher Attitudes,Elementary School Teachers,Science Instruction,English Language Learners,Grade 4,Achievement Gains,Learner Engagement,Self Efficacy,Intervention,Native Language

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes. Multilevel analyses examined the impact of SNUDLE for all students and important student subgroups. Overall, students who received the SNUDLE intervention had similar motivation and academic achievement in science to their peers who did not receive the SNUDLE intervention. However, relative to students with disabilities in the comparison group, students with disabilities who used SNUDLE scored significantly higher on motivation in science and science academic achievement, with effect sizes (ES) ranging from 0.82 to 1.01. Furthermore, SNUDLE appeared to have a small but statistically significant positive impact on science academic performance among students whose home language is other than English or Spanish with an ES of 0.35. Fidelity of implementation analysis shows sufficient teacher training but fidelity of teacher and student usage of SNUDLE needs to be improved. The qualitative analysis of teacher interviews suggests that teachers perceived benefits of SNUDLE in support language acquisition and science writing skills. Both quantitative and qualitative findings suggest that SNUDLE holds promise for improving academic performance in science and confidence and motivation among some of the most vulnerable student populations.
Action Research in Teacher Education: Cases from ELT Teacher Trainees
Author: Zingir Gülten, Aysegül
Date: 2017-10-00
Type: Journal Articles
Subjects: Action Research,Teacher Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Student Attitudes,Problem Solving,Student Motivation,Vocabulary Development,Classroom Techniques,Preservice Teachers,Foreign Countries

Collaborative action research is a powerful form teacher development. In the recent years, it is becoming a common and a popular tool in English Language Teacher Education by taking its place as an important component in pre-service teacher education. Since it is still relatively uncommon for teachers to conduct action research studies in their own teaching, we aim at familiarizing our English Language Teaching (ELT) teacher trainees with the major characteristics and procedures of action research by also giving them opportunities to conduct their first collaborative action research studies. The present study discusses ELT trainees' first implementations of collaborative action research studies in the teacher training programme. Four collaborative action research cases conducted by ELT teacher trainees focusing on their own solutions and conclusions to their unique problems related to classroom silence, motivation, and vocabulary learning are discussed. The results indicate the positive role of action research as an important component of teacher education.
Child Classics. The Fifth Reader
Author: Alexander, Georgia
Date: 1909-00-00
Type: Historical Materials
Subjects: Textbooks,Classics (Literature),Biographies,Authors,Reading Lists,Teaching Methods,Reading Instruction

This textbook is a reader intended to develop children's taste for classic, diverse works. In addition to providing a definite and flexible method for teaching beginners to read, effort has been made to include only material that may justly be called classic and that have held up under repeated school use. Care has also been taken to present a variety of appeal through the heroic, the imaginative, the humorous, the ethical and the realistic. Special attention has been given to the biographies of authors in the desire to make them interesting as well as instructive. Lists of books for home reading are included in the &quot;Third,&quot; &quot;Fourth&quot; and &quot;Fifth Readers,&quot; not only for the direction of the child and the guidance of the teacher, but also to obtain the cooperation of parents in fixing in habit the taste for good literature created by the text books themselves. The notes appended for study have been prepared, not only to explain the text, but to further the child's interest in the author and the selection. At the end of each book will be found suggestions to teachers.