ethanporcaro/eric-fulltext-meta huggingface dataset:
Disseminating Best Practices: A Primer for State Entity Grantees of the U.S. Department of Education&apos;s Charter School Programs
Author: National Charter School Resource Center (NCSRC)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Charter Schools,Grants,State Agencies,Educational Improvement,School Districts,Best Practices,Information Dissemination,Elementary Secondary Education

The Charter School Programs (CSP) State Entities (SE) grant's primary goal is &quot;to award grants to state entities to enable them to award subgrants to eligible applicants to enable such eligible applicants to open and prepare for the operation of new charter schools and to replicate and expand high-quality charter schools.&quot; Another purpose of the grant is to share best practices between charter schools and other public schools to help improve struggling schools and local education agencies (LEAs) throughout the state. This latter goal is often addressed by the applicant in the competitive preference priorities. This primer will outline best practices to ensure that SE grantees and their subgrantees' best practices are shared with public schools throughout their state and beyond. It addresses two critical components to a systematic approach to best practice dissemination: (1) identifying charter school best practices; and (2) sharing the best practices with the education community.
Using Multiple Metrics to Strengthen Institutional Accountability. Research Report
Author: Baum, Sandy
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Eligibility,Accountability,Outcomes of Education,Risk,Standards,Higher Education,Measurement Techniques,Institutional Evaluation,Educational Objectives,Benchmarking,Black Colleges,Barriers,Evaluation Methods,Standard Setting,Institutional Characteristics,Comparative Analysis,Two Year Colleges,Universities,Loan Repayment,Student Financial Aid,Loan Default,Labor Market,College Graduates,College Attendance,Employment Level,Salaries

All students deserve to attend programs and institutions that meet high quality standards. But different program goals, investments of time, and eligibility criteria make it difficult to set specific standards that will apply equally well to all types of programs and institutions. This report sets out principles for developing an accountability system for postsecondary institutions to improve outcomes for students, protecting both them and the investments taxpayers make in their education. The report proposes a system based on multiple metrics that requires institutions to pass three out of four thresholds, which diminishes the risk of institutions manipulating their outcomes and requires satisfactory performance in more than one area, while allowing flexibility for differing programs, missions, and circumstances. The outcomes documented in this report indicate that even if educators implement effective accountability standards that steer students away from the institutions with the weakest outcomes, much work will remain to ensure students achieve their educational goals.
A Short History of Grading Practices at Dalhousie University (1901-2021)
Author: Mackinnon, Sean P.
Date: 2022-06-29
Type: Reports - Descriptive
Subjects: Foreign Countries,Universities,Grading,Educational History,College Students,Student Evaluation,Grades (Scholastic),Grade Point Average,Experimental Teaching

Grading practices at Dalhousie University have changed considerably over the past 120 years. From 1901 until the early 1970s, Dalhousie used a variant of the British system. Initially, a grade of 65% or higher was required for distinction. In 1937, Dalhousie moved to a 2-category system (Distinction vs. Ordinary Pass) and in 1942 the distinction grade cutoff was lowered to 60%. By the late 1940s, &quot;Second Division&quot; was subdivided into Seconds and Thirds, and First Division required an 80% or higher. By the late 1960s, there were conversions between American letter grades (A, B, C, D), divisions, and percentage grades. Moreover, a 4pt &quot;merit point&quot; system served as a prototype to Grade Point Averages (GPA). Experimental teaching and grading practices were explored in the 1970s. Officially, percentage grades were abolished and replaced with an 11-point letter grade scale from A+ to F. Unofficially, most professors and departments used idiosyncratic percentage-to-letter conversion schemes, though they were eventually standardized within (but not across) departments. In the 1990s, the 4.3 GPA system was standardized university-wide largely because it was thought to give students a competitive advantage for federal scholarships. In the 2010s, Dalhousie standardized percentage conversion schemes across all departments into one unified Common Grade Scale, partially due to GPA requirements for scholarships and graduate schools but also in response to student complaints about inconsistency. Overall, most grading changes in the past 120 years were implemented for the external communication value of grades rather than for their pedagogical value.
An Evaluative Look at Afghan Lower Secondary EFL Textbooks
Author: Haidari, Sayed Masood
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Textbooks,Content Analysis,Foreign Countries,Check Lists,Grammar,Vocabulary Skills,Learning Activities,Textbook Evaluation,Cultural Context,Teaching Methods

This article reports the evaluation of three EFL textbooks which are used in Afghan lower secondary schools by employing a document analysis approach. Two evaluators took part in the study, where they independently evaluated the textbooks of grades 7-9. This study employed a 33-item checklist designed by the researchers, adopting or modifying items from three checklists in the existing literature. All the items were organized under six headings, namely, content, grammar, vocabulary, skills, exercises and activities, and attractiveness of the text and physical make-up. The evaluation of the textbooks highlighted a number of serious problems that deserve close attention. The study closes with a series of recommendations to guide EFL research in the Afghan context.
Freshman Students&apos; Difficulties with English Adjective-Forming Suffixes
Author: Al-Jarf, Reima
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Countries,Second Language Learning,English (Second Language),Form Classes (Languages),Suffixes,Language Tests,Error Patterns,Error Analysis (Language),Difficulty Level,Learning Strategies,Morphology (Languages)

English as a Foreign Language (EFL) freshman students at the College of Languages and Translation received direct instruction in adjective-forming suffixes, then they took an immediate and a delayed test. Error analysis showed that 36% of the responses were left blank or the subjects duplicated the stimulus word. In 32% they mismatched the word and suffix, in 36% they made spelling mistakes; in 15% they spelled words phonetically, and in 15% they added a noun or an adverb forming suffix. Significant differences were found in the amount of errors made by the students on both tests. The amount of errors made correlated with the students' vocabulary knowledge. A hierarchy of difficulty in attaching adjective-forming suffixes, faulty strategies used in adjective morphology and possible causes of students' difficulty in adjective suffix acquisition are given.
IDRA Newsletter. Volume 49, No. 1
Author: Goodman, Christie L., Ed.
Date: 2022-01-00
Type: Collected Works - Serial
Subjects: Educational Change,COVID-19,Pandemics,Equal Education,Educational Policy,Justice,Educational Equity (Finance),Bilingual Education,Culturally Relevant Education,Educational Quality

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Visions of Educational Equity for the New Year.&quot; Contents include: (1) Healing-Centered Engagement -- Transforming Education in the Pandemic and Beyond (Irene Gómez); (2) Equitable Education Policies in the U.S. South Can Push the Country Toward Education Justice (Terrence Wilson &amp; Chloe Latham Sikes); (3) Parents Urge Schools to Enrich, Not Exclude (Aurelio M. Montemayor); and (4) New Online Toolkits for Educators.
IDRA Newsletter. Volume 49, No. 3
Author: Goodman, Christie L., Ed.
Date: 2022-03-00
Type: Collected Works - Serial
Subjects: Culturally Relevant Education,Sustainability,Translation,Advocacy,Bilingualism,Literacy,Equal Education,Bilingual Education,Code Switching (Language)

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Culturally Sustaining Instruction.&quot; Contents include: (1) The Innovation of Translanguaging Pedagogy Enables Students to Use All of Their Tools (Lizdelia Piñón); (2) Let the Youth Speak for Themselves -- Fostering Substantive Conversations and Advocacy in the Classroom (Paula Johnson); (3) IDRA Partners with Unladylike2020 to Share Inclusive Materials for Students; (4) Families Celebrate Excellent Biliteracy Programs (Aurelio M. Montemayor &amp; Alejandra Salazar Gonzalez); (5) IDRA Launches 'Southern Education Equity Network' to Support Family &amp; Community Advocates; and (6) An Introduction to Culturally Sustaining Practices in the Classroom (Sulema Carreón-Sánchez).
2012 New Teacher Induction Program (TIP) Training Survey Summary, Austin Independent School District. DRE Publication 12.04 RB a
Author: Doolittle, Martha
Date: 2012-09-00
Type: Reports - Research
Subjects: Beginning Teacher Induction,Beginning Teachers,Teacher Attitudes,Training,Teaching Methods,Educational Technology,Data Use,Educational Planning,Individualized Instruction,Preferences

This report summarizes survey results from newly hired teachers who participated in an August 2012 orientation and training prior to the start of school. Of survey respondents, most found orientation welcoming and useful. When asked about additional training they would like to receive, most wanted content-area instructional strategies, instructional technology, and using student data to plan instruction.
Self-Study Guide for the AEM Quality Indicators with Critical Components for Higher Education
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2022-02-00
Type: Guides - Non-Classroom
Subjects: Educational Quality,Educational Indicators,Higher Education,Self Evaluation (Groups),Access to Education,Accessibility (for Disabled)

The National Center on Accessible Educational Materials for Learning (National AEM Center) at CAST is a technical assistance (TA) center funded by the U.S. Department of Education. The purpose of the Center is to improve educational and employment opportunities for individuals with disabilities through TA activities that increase both the availability and the use of accessible materials and technologies. The AEM Center's TA is guided by the Quality Indicators for the Provision of AEM and Accessible Technologies. The seven Quality Indicators describe the essential elements of a system that ensures the consistent and reliable provision of high-quality and timely accessible materials and technologies for all learners who need them, including those with disabilities. This guide is for any individual seeking to develop knowledge and practical skills related to the Quality Indicators with Critical Components for Higher Education.
National Student Outcomes Survey 2021 (Apprentice and Trainee Component): Technical Notes. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Outcomes of Education,Apprenticeships,Trainees,Trade and Industrial Education,National Surveys,Student Surveys,Qualifications,Test Construction,Sampling,Student Characteristics,Incentives,Response Rates (Questionnaires),Classification

&quot;Apprentice and Trainee Outcomes 2021&quot; provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020, with the data collected in mid-2021. The figures are derived from apprentices' and trainees' responses to the National Student Outcomes Survey (SOS), which is an annual survey of vocational education and training (VET) students. In 2021, the survey collected information on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. This document describes the survey data used to derive the &quot;Apprentice and Trainee Outcomes 2021&quot; publication and related products. [For the main report, &quot;Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics,&quot; see ED620513.]
National Student Outcomes Survey 2021 (Apprentice and Trainee Component): Data Dictionary. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Apprenticeships,Trainees,National Surveys,Student Surveys,Trade and Industrial Education,Student Characteristics,Disabilities,Educational Attainment,Employment Experience,Qualifications,Gender Differences,Socioeconomic Status,Languages,Job Training,Occupations,Job Skills,Income,Outcomes of Education,Student Satisfaction,Relevance (Education)

&quot;Apprentice and Trainee Outcomes 2021&quot; provides a summary of the outcomes of apprentices and trainees who completed an apprenticeship or traineeship during 2020, with the data collected in mid-2021. The figures are derived from apprentices' and trainees' responses to the National Student Outcomes Survey (SOS), which is an annual survey of vocational education and training (VET) students. In 2021, the survey collected information on apprentices' and trainees' reasons for training, their employment outcomes, further study outcomes and satisfaction with the apprenticeship or traineeship. This document outlines the variables included in the &quot;Apprentice and Trainee Outcomes 2021&quot; publication and related products, including unit record files (URFs). [For the main report, &quot;Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics,&quot; see ED620513.]
Apprentice and Trainee Outcomes 2021: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Foreign Countries,National Surveys,Student Surveys,Apprenticeships,Trainees,Definitions,Classification,Trade and Industrial Education

This document covers the terms used in the &quot;Apprentice and Trainee Outcomes 2021&quot; publication and related products. Terms are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed, where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [For the main report, &quot;Apprentice and Trainee Outcomes 2021. Australian Vocational Education and Training Statistics,&quot; see ED620513.]
Rankings of the States 2021 and Estimates of School Statistics 2022. NEA Research
Author: National Education Association (NEA)
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: School Statistics,Public Education,Educational Finance,Enrollment,Attendance,Educational Trends,Public School Teachers,Teacher Salaries,Income,Expenditure per Student,Average Daily Attendance,Public Schools,School Districts,Elementary Secondary Education

The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States -- with respect to economics, geography, and politics -- the level of commitment to education varies on a state-by-state basis. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this report -- Rankings 2021 -- provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this report -- Estimates 2022 -- is in its 77th year of production. Estimates provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Part III of this report -- National Trends 2013-22 -- presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous 10 years. [For &quot;Rankings of the States 2020 and Estimates of School Statistics 2021. NEA Research,&quot; see ED613033.]
IDRA Newsletter. Volume 49, No. 2
Author: Goodman, Christie L., Ed.
Date: 2022-02-00
Type: Collected Works - Serial
Subjects: Censorship,Prevention,Equal Education,Family Involvement,Educational Policy,Policy Formation,Constitutional Law,Advocacy,School Law,State Legislation,Public Schools

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Combatting Classroom Censorship.&quot; Contents include: (1) A Wolf in Sheep's Clothing -- The Attacks Against Equity through School Censorship and How Educators Can Still Teach the Truth (Chloe Latham Sikes); (2) Playing Defense is Not Enough -- Let's Recommit to a Vision of Public Schools that Values Every Child, Every Educator, Every Community (Michelle Castillo); (3) Families Must be Centered in Education Policymaking, Not Used as Puppets; (4) Reclaiming the U.S. Constitution -- Legal Considerations for Combatting Classroom Censorship Laws (Paige Duggins-Clay); and (5) New Advocacy Guide Shares Tips and Lessons from Classroom Censorship Fight (Morgan Craven).
IDRA Newsletter. Volume 49, No. 4
Author: Goodman, Christie L., Ed.
Date: 2022-04-00
Type: Collected Works - Serial
Subjects: Culturally Relevant Education,Sustainability,Leadership,Equal Education,Bilingual Education,Principals,Administrator Attitudes,Mental Health,National Competency Tests

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Culturally Sustaining Leadership.&quot; Contents include: (1) Why Emergent Bilingual Education Needs Equity-Centered Pedagogies (Lizdelia Piñón); (2) Four Leverage Points for Culturally Sustaining Practices (Paula Johnson and Hector Bojorquez); (3) Lessons Learned from Principals on Valuing, Safeguarding and Healing Students (Aurelio M. Montemayor); and (4) Being a Culturally Curious Educator Supports Positive Mental Health for Students (Mia Covarrubias).
Ending the FLSA Teacher Exclusion: Putting a Floor under the Teaching Profession by Providing Teachers with the Same Wage and Hour Protections as Other Professionals
Author: National Education Association (NEA)
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Teacher Salaries,Compensation (Remuneration),Federal Legislation,Labor Legislation,Elementary Secondary Education,Diversity (Faculty),Minority Group Teachers,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,College Faculty,Teaching (Occupation),Public School Teachers,Educational Finance

The crisis of teacher shortages across the United States accelerated to a five-alarm fire during the COVID-19 pandemic. Low pay and the gap between teacher pay and that of other similarly educated professionals is one of the primary factors contributing to this shortage. The escalating crisis impacts student learning and the professional status and economic security of teachers, almost three-quarters of whom are women. In this white paper, the National Education Association (NEA) argues the U.S. Department of Labor must use its regulatory authority to raise compensation standards in the teaching profession. The Department can do so by rescinding its antiquated regulation that lumps teachers in with doctors and lawyers as the only professionals who are categorically excluded from the protections of the Fair Labor Standards Act. By rescinding the teacher exclusion regulation, the Department of Labor can put a floor under teacher compensation nationwide and ensure that teacher salaries, like those of other professionals, meet the salary test for them to be exempt from overtime pay.
The Outsourcing of Discrimination: Another SCOTUS Earthquake?
Author: Welner, Kevin G.
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Court Litigation,State Courts,Charter Schools,Federal Legislation,Educational Legislation,Educational Vouchers,Religious Factors,Educational Discrimination,Civil Rights,LGBTQ People,Social Bias,Gender Issues,Constitutional Law,Elementary Secondary Education,Sexual Identity,Sexual Orientation,Educational Finance,Freedom of Speech,Religion

This policy memo examines some fundamental shifts, along with their real-world implications, within the past 60 years of Supreme Court jurisprudence, up to and including the current &quot;Carson v. Makin&quot; case. The Supreme Court is just a few small steps away from transforming every charter school law in the U.S. into a private-school voucher policy. Further, the nation may be facing a future of religious organizations proselytizing through charter schools that have been freed from obeying anti-discrimination laws--with LGBTQ+ community members being the most likely victims.
A Treatise on the Differential and Integral Calculus, and on the Calculus of Variations
Author: Courtenay, Edward H.
Date: 1871-00-00
Type: Books
Subjects: Textbooks,Calculus,Mathematics Education

This textbook is a course in differential calculus, integral calculus, and calculus of variations.
IDRA Newsletter. Volume 49, No. 5
Author: Goodman, Christie L., Ed.
Date: 2022-05-00
Type: Collected Works - Serial
Subjects: Educational Policy,Advocacy,State Legislation,At Risk Students,Equal Education,Federal Government,Educational Finance,Financial Support,Public Schools,Educational Environment,Elementary Secondary Education,Higher Education,College Readiness,Access to Education,Censorship,Family Involvement

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Fair &amp; Effective Education Policy.&quot; Contents include: (1) Community Advocates Push Back as Georgia Legislature Targets Vulnerable Students (Mikayla Arciaga); (2) Update on Texas Education Policy Priorities -- What to Watch and Where to Engage for Educational Equity (Chloe Latham Sikes, Monica Obregon, and Darlissa Villanueva); (3) IDRA's Core Principles Influence Federal Advocacy (Morgan Craven); and (4) IDRA and ARISE Adelante Partner to Make Texas School Funding System More Clear to Families (Chloe Latham Sikes and Aurelio M. Montemayor).