ethanporcaro/eric-fulltext-meta huggingface dataset:
The Winning of the West: An Account of the Exploration and Settlement of Our Country from the Alleghenies to the Pacific. Dakota Edition. In Six Volumes: Volume VI
Author: Roosevelt, Theodore
Date: 1908-00-00
Type: Historical Materials
Subjects: Textbooks,United States History,History Instruction

This textbook is the sixth volume of Theodore Roosevelt's six-volume account of the exploration and settlement of the United States from the Alleghanies to the Pacific. Chapters include: (1) Intrigues and Land Speculations--The Treaties of Jay and Pinckney, 1793-1797; (2) The Men of the Western Waters, 1798-1802; (3) The Purchase of Louisiana; and Burr's Conspiracy, 1803-1807; and (4) The Explorers of the Far West, 1804-1807. An appendix provides information on source documents. [For Volume V, see ED623801.]
The COVID-19 Pandemic &amp; Inequities in Access to School Librarians: A SLIDE Special Report. SLIDE: The School Librarian Investigation--Decline or Evolution?
Author: Lance, Keith Curry
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: School Libraries,Librarians,School Districts,Public Schools,Employment,Elementary Secondary Education,COVID-19,Pandemics,Labor Market,Employment Patterns,Institutional Characteristics,School Location,Expenditure per Student,Poverty,Access to Education,Enrollment,Minority Group Students,Educational Finance

As part of the federally-funded grant project &quot;SLIDE: The School Librarian Investigation--Decline or Evolution?&quot; this study analyzed the status of school librarian employment for almost 13,000 U.S public school districts from 2018-19 and 2020-21. The purpose of the study was to learn how the COVID-19 pandemic, which radically disrupted K-12 education, impacted the losses or gains of school librarian positions. The dataset utilized was the Common Core of Data annually collected by the National Center for Education Statistics (NCES) which consists of self-reported data from school districts. The report is based on data for public school districts in 46 states and the District of Columbia as data for California, Illinois, New York, and Utah were either unavailable or unusable for this analysis. Full-time equivalents (FTEs) of school librarian positions were compared to percentages and net numbers of district administrators, school administrators, teachers, and instructional coordinators. Additionally, other characteristics were studied--enrollment size, locale (city, suburb, town, rural), per pupil expenditures, majority race of students, and poverty based on the federal Free and Reduced-cost Meals Program--in relation to the losses or gains of school librarians. The results showed that between 2018-19 and 2020-21, the decrease in the total number of reported school librarians nationwide--more than 1,800 librarian FTEs--was about 800 FTEs greater than for the previous two-year interval. For districts in every enrollment range and every locale type, the percentage losing librarians exceeded the percentage gaining librarians. Inequities in access to school librarians most notably increased in lower-enrollment districts, those in rural areas, those serving more minority students, particularly Black students, and districts with more students living in poverty. Nationwide, school librarian FTEs decreased while other educator positions increased or remained relatively stable, suggesting that the loss of librarians may not merely be a matter of school funding. These data illustrate that, as the pandemic set in, staffing dollars were more likely to be targeted toward administrators than toward educators who have more direct contact with, and instruct, students--teachers and librarians. It is unknown whether these inequitable losses of school librarians are temporary or will become a post-COVID &quot;new normal.&quot; [This report was co-prepared by Antioch University Seattle.]
Crocheting to Build Community in the High School Art Classroom
Author: Farley, Danielle
Date: 2022-07-27
Type: Dissertations/Theses - Masters Theses
Subjects: Handicrafts,Art Education,Art Activities,Sense of Community,High School Students,Urban Schools,Culturally Relevant Education,Consciousness Raising,Anxiety,Teaching Methods,Student Attitudes,Whites,Racism

The purpose of this study was to measure the effects of implementing a crochet unit with an emphasis on community building into the art curriculum in an urban high school setting. Some specific interests of the researcher included culturally responsive teaching, developing critical consciousness, decentering whiteness, reducing anxiety, and creating a safe space in the classroom where students feel comfortable taking risks. Through action research, an introductory crochet unit was implemented over a six-week period. Principles of culturally responsive teaching were applied to the lessons and methods of teaching. The participants' ages ranged from 16-18, and all were in the same class. Data collected through interviews, observations, questionnaires, and photos were used to determine the impact that exploring this specific art medium had on students.
Regarding STEM: Perceptions of Academics Revealed in Their Drawings and Text
Author: Hatisaru, Vesife
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,College Faculty,Teacher Attitudes,Outcomes of Education,Freehand Drawing,Epistemology,Evidence Based Practice,Specialization,Writing (Composition),Pedagogical Content Knowledge,Knowledge Level,Faculty Development,Intellectual Disciplines,Foreign Countries

How a sample of university educators described STEM, expected outcomes of STEM, expertise of STEM educators, and STEM learning environments were investigated through drawing- and text- based responses. Data were examined by applying the &quot;Legitimation Code Theory (LCT) Specialisation&quot; plane (Maton, 2014). Participants generally held &quot;knowledge-code&quot; (epistemic relations are foregrounded) or &quot;mixed-code&quot; (sometimes epistemic and sometimes social relations are foregrounded) perceptions. Further analysis showed that participants value both disciplinary knowledge and discipline-related practices such as analysing data and providing evidence-based discussions. The LCT approach has been found powerful in its ability to represent the kind of knowledge that might be valued, and the kind of knowers that might be desired by educators of STEM or individual STEM disciplines including mathematics.
Resource Materials as Structured Guidance in Practice Change
Author: Corovic, Ellen
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Mathematics Instruction,Case Studies,Preservice Teacher Education,Inservice Teacher Education,Teacher Attitudes,Teaching Methods,Grade 2,Elementary School Teachers,Beginning Teachers,Educational Resources,Educational Practices,Faculty Development,Mathematics Curriculum,Sequential Approach,Foreign Countries

This study reports on an early career Year 2 teacher's reflections of enacting specifically structured resource materials and her practice change when participating in a mathematics professional learning project. A qualitative case study was designed to examine the reflections of a teacher's pre-service and in-service teaching experiences. Data collection instruments included a timeline graphing tool and a semi-structured interview to capture and communicate her reflections. Findings reveal that providing structured resource materials within a professional learning project supported changes in pedagogical practice.
School Mathematics Leaders&apos; Support of Primary Teachers&apos; Professional Learning in Meetings
Author: Driscoll, Kerryn
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Mathematics Education,Outcomes of Education,Teacher Effectiveness,Pedagogical Content Knowledge,Teaching Methods,Faculty Development,Meetings,Case Studies,Teacher Attitudes,Instructional Leadership,Leadership Role,Communities of Practice,Learning Processes,Mathematics Curriculum,Foreign Countries

School Mathematics Leaders seek to improve the mathematical learning outcomes of the students in their schools. Recognising that improved learning is dependent on high quality teaching, leaders are often keen to support teachers' knowledge of mathematics content and pedagogy. This paper reports ways in which School Mathematics Leaders support and lead the professional development of teachers in team meetings. Results from survey data and case study research are reported in this paper to describe and highlight the supportive actions undertaken by School Mathematics Leaders as they provide professional learning opportunities for teachers.
Solving Multistep Problems: What Will It Take?
Author: Seah, Rebecca
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Skills,Problem Solving,Thinking Skills,Numeracy,Foreign Countries,High School Students,Geometry,Multiplication,Algebra,Measurement,Mathematical Concepts

Problem solving and reasoning are two key components of becoming numerate. Reports obtained from international assessments show that Australian students' problem solving ability is in a long-term decline. There is little evidence that teachers are embracing problem solving as part of the classroom routine. In this study, we analyse 598 Year 7 to 10 students' responses to a measurement task using Sfard's commognition framework. Four implications lead to recommendations on how to support curriculum, assessment and pedagogical alignment.
The Role of Mathematics Learning in the Interdisciplinary Mathematics and Science (IMS) Project
Author: Mulligan, Joanne
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Interdisciplinary Approach,Longitudinal Studies,Elementary School Students,Program Descriptions,Teaching Methods,Science Instruction,Mathematics Instruction,Chemistry,Ecology,Physics,Plants (Botany),Heat,Body Height,Light,Biochemistry,Foreign Countries,Learning Processes,Role

While interdisciplinary approaches in the STEM subjects are widely advocated there are concerns that disciplinary learning can be compromised, especially in mathematics. The Interdisciplinary Mathematics and Science (IMS) project is a three-year longitudinal study in four Victorian primary schools that has developed a pedagogical approach to mathematics and science learning where data modelling and representation are common to each. Investigations include astronomy, ecology, chemistry, fast plant growth, force and motion, water use, heat and temperature, body height, light and microorganisms. The paper describes the role of mathematics in the IMS pedagogical model and design of learning sequences.
Using Mathematics Curriculum Materials When Planning on Practicum: A Case Study of One Primary Year Three Pre-Service Teacher
Author: Wilson, Susanna
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Teacher Education Programs,Mathematics Curriculum,Elementary School Teachers,Mathematics Instruction,Practicums,Student Attitudes,Curriculum Development,Case Studies,Teacher Educators,Teaching Methods,Teaching Guides,Word Problems (Mathematics),Equations (Mathematics),Lesson Plans,Foreign Countries

This paper describes how one third and final year pre-service (PST) used curriculum materials when planning for primary mathematics teaching on practicum. The findings were drawn from a semi-structured focus group interview, where four PSTs recalled how they planned for primary teaching during a previous practicum. This case study shows how one PST used curriculum planning documents from the practicum setting, and a teacher's guide when planning mathematics lessons. Planning processes are also identified, and implications for associate teachers (ATs), PSTs, and mathematics Initial Teacher Educators are discussed.
The New Barnes Readers. Primer. First Year -- First Half. Enlarged Edition
Author: Dressel, Herman
Date: 1924-00-00
Type: Historical Materials
Subjects: Textbooks,Elementary School Students,Reading Instruction,Word Lists,Teaching Methods,Vocabulary

This textbook is a primary reading primer. Word lists are included.
The New Barnes Readers. Book Four
Author: Dressel, Herman
Date: 1921-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Elementary School Students,Vocabulary,Definitions,Phrase Structure,Teaching Methods

This textbook is the fourth volume in a series of readers. New words are defined and phrases to discuss with the teacher are included.
The New Barnes Readers. Book Five
Author: Dressel, Herman
Date: 1924-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Vocabulary,Definitions,Elementary School Students,Teaching Methods

This textbook is the fifth volume in a series of readers. New words are defined, and selections are preceded by suggested points to consider.
The New Barnes Readers. Book Six
Author: Dressel, Herman
Date: 1924-00-00
Type: Historical Materials
Subjects: Textbooks,Elementary School Students,Teaching Methods,Reading Instruction,Vocabulary,Definitions

This textbook is the sixth volume in a series of readers. New words are defined, and selections are preceded by suggested points to consider.
The New Barnes Readers. Book Seven
Author: Engleman, J. O.
Date: 1924-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Elementary School Students,Teaching Methods,Citizenship,Public Service,History,Environment,Literature,Imagination,Vocabulary Development,Tests,Learning Activities

This textbook is the seventh in a series of readers. This volume focuses on building reading enjoyment. The book has been arranged in Five Parts, each Part being prefaced by a one page Introduction, presenting the general theme: (1) Citizenship and Service; (2) History in the Making; (3) The Great-Out-Doors; (4) Literature of the Imagination; and (5) Literature that Never Grows Old. Words to learn, aids to understanding, and test and study activities are included for each selection.
The New Barnes Readers. Book Eight
Author: Engleman, J. O.
Date: 1925-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Teaching Methods,Citizenship,Environment,Literature,Imagination,History,Public Service,Elementary School Students,Tests,Vocabulary Development,Learning Activities

This textbook is the eighth in a series of readers. This volume focuses on building reading enjoyment. The book has been arranged in Five Parts, each Part being prefaced by a one page Introduction, presenting the general theme: (1) Citizenship and Service; (2) History in the Making; (3) The Great-Out-Doors; (4) Literature of the Imagination; and (5) Literature that Never Grows Old. Words to learn, aids to understanding, and test and study activities are included for each selection.
Delivering Professional Development That Sticks: A Guide for School Leaders
Author: Swanson, Elizabeth
Date: 2021-00-00
Type: Reports - Research
Subjects: Faculty Development,Evidence Based Practice,Sustainability,Educational Practices,Teaching Methods,Social Studies,Educational Planning,Prior Learning,Vocabulary Development,Questioning Techniques,Reading Strategies,Reading Comprehension,Social Networks,Educational Needs,Outcomes of Education

Most educators think of professional development (PD) as a way to influence the uptake of evidence- based practices. However, PD can also play an important role in sustaining the practices over time--a critical ingredient for improving outcomes for all students. A number of studies have identified key features of PD that support both the long-term use of practices after support has dissipated and the spread of practices across settings.
The Practical Surveyor; Being a Treatise on Surveying; Designed for the Use of Schools
Author: Furnass, John
Date: 1809-00-00
Type: Historical Materials
Subjects: Textbooks,Topography,Geometry,Mathematics,Measurement

This textbook is a course in surveying. Geometry, land surveying, chain surveying, plain-table surveying, theodolite surveying, hilly-ground surveying, laying out land, division of land, and levelling are covered.
Are Learners Referring to the General or the Particular? Discursive Markers of Generic versus Empirical Example-Use
Author: Knox, Jo
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Thinking Skills,Classification,Numbers,Guidelines,Grade 4,Elementary School Students,Foreign Countries,Discourse Analysis,Classroom Communication,Logical Thinking

Supporting students of all levels to move beyond empirical arguments, which employ example based reasoning to endorse universal truths and are thus mathematically invalid, remains a challenging goal in mathematics education. Arguments that make use of generic examples are both mathematically valid and accessible for even young learners. However, discerning whether students are viewing or using an example as a specific case, or a general case, is difficult. In this paper, we open the space between empirical and generic use of examples and establish categories of example-use regarding odd and even numbers. We reveal discursive markers pointing towards whether a learner is referring to particularity or generality in their example-based reasoning.
The Mother Tongue. Book II: An Elementary English Grammar [1900]
Author: Kittredge, George Lyman
Date: 1900-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Grammar,Elementary Education

This textbook aims to set forth the elements of English grammar in their relation to thought and the expression of thought. This object has been the guiding principle in the selection and arrangement of material, in the treatment of forms and constructions, and in the fashioning of the very numerous illustrative exercises. The Introduction explains in simple language certain general conceptions too often ignored in the study of Grammar: the nature of language, its relation to thought and to style, the processes which affect its growth and decay, the province of grammar, and the relation of grammar to usage. Chapters II-LVIII deal primarily with the Parts of Speech and with their combination into sentences in the expression of thought. With Chapter LIX a more detailed study of inflection begins. This continues through Chapter CXV, and includes all the important phenomena of English inflection, which are explained, not as isolated facts, but as means of expressing varieties of human thought. Chapters CXVI-CXLIV provide a thorough and systematic review of the structure of complex sentences. The appendix contains a list of irregular verbs and other reference material.
The World and Its People. Book II: Glimpses of the World. The Young Folks&apos; Library for School and Home. Volume VI
Author: Dunton, Larkin, Ed.
Date: 1895-00-00
Type: Historical Materials
Subjects: Geography Instruction,Textbooks,Maps

This book, as its title implies, is designed to give the reader some &quot;glimpses of the world.&quot; It aims to present such pictures of places and persons as will interest children and fit them for the study of geography proper when they are old enough and mature enough for that work. The text and the accompanying maps are intended to give the reader those ideas which are necessary in forming geographical conceptions and definitions; and in many instances the definitions are added at the end of the lessons. The maps usually represent portions of the United States, and at the same time illustrate general geographical features of the world. Numerous poetical pieces are introduced, both to shed additional light on the text, and to cultivate the pupil's taste for literature. Lists of words for pronunciation, spelling, and definition follow the different lessons. [Cover title varies: &quot;The World and Its People: A Series of Geographical Reading Books. Book II: Glimpses of the World. The Young Folks Library. Volume No. 6.&quot;]
Exploring the Potential of Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. Mathematical Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. [Symposium]
Author: Sullivan, Peter
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Elementary School Mathematics,Foreign Countries,Instructional Design,Sequential Approach,Instructional Effectiveness,Teacher Attitudes,Student Attitudes,Curriculum Design,Faculty Development,Student Centered Learning

This paper outlines the rationale for, and some elements of, a particular approach to teaching and learning mathematics in the early years. The researchers worked with two school systems to offer both centrally delivered and school-based teacher professional learning, which included the application of illustrative teaching resources. The project gathered a range of data from teachers and leaders on their dispositions and knowledge, as well as the opportunities and constraints they experienced, and the influence these variables had on planning, teaching and student learning outcomes.
Differentiating Mathematics Instruction through Sequences of Challenging Tasks in the Early Primary Years. Mathematical Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. [Symposium]
Author: Russo, James
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Mathematics Instruction,Instructional Effectiveness,Mathematics Teachers,Teacher Attitudes,Elementary School Teachers,Elementary School Mathematics,Teaching Methods,Foreign Countries

We report on questionnaire data gathered from teacher participants (n = 100) following their participation in the project, Exploring Mathematical Sequences of Connected, Cumulative and Challenging Tasks. Teachers shared their views about the effectiveness of various instructional approaches to support differentiation in mathematics, including those illuminated through the project, and a description of a lesson involving effective differentiation.
Changing Teacher Practices: A &quot;Slow Burn&quot; or Rapid with &quot;Big Shifts&quot;. Mathematical Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. [Symposium]
Author: Livy, Sharyn
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Educational Change,Student Centered Learning,Learning Processes,Faculty Development,Adoption (Ideas),Adjustment (to Environment),Foreign Countries

This paper focuses on the time teachers take to adapt to a student-centred inquiry approach to teaching mathematics, the nature of those changes and the reasons for variations in both these aspects among teachers within and across schools. Five numeracy experts, who worked with 200 Foundation to Year 2 teachers to facilitate the implementation of the approach, were individually interviewed at the end of the year to obtain their perspectives on teachers' adaptation. Thematic analysis of the data revealed two overarching themes--context and teacher agency. The findings reinforce recommendations that professional learning providers acknowledge and take account of individual teacher learning trajectories to maximise potential change in practices.
The Nature of Leadership and Other Support That Facilitate Innovation and Improvement in Teacher Practice. Mathematical Sequences of Connected, Cumulative and Challenging Tasks in the Early Years. [Symposium]
Author: Downton, Ann
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Sequential Approach,Team Teaching,Observation,Cooperative Planning,Program Implementation,Foreign Countries

In the context of a professional learning research project we investigated the nature of support offered to classroom teachers and school mathematics leaders to facilitate teachers' implementation of sequences of challenging tasks. End of year questionnaire data were collected from 70 Foundation to Year 2 teachers and ten numeracy leaders who participated in the project. Thematic analysis was used to analyse the open response questionnaire items. Findings reveal that two forms of support were helpful: in-class support, such as co-teaching, observation, followed by co-debriefing; and facilitated planning prior to instruction.