ethanporcaro/eric-fulltext-meta huggingface dataset:
Fiscal Year 2022 Adult Education and Literacy Provider Manual
Author: Illinois Community College Board (ICCB)
Date: 2021-07-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Adult Literacy,Federal Legislation,Planning,Financial Support,Educational Finance,Grants,Funding Formulas,Resource Allocation,Budgets,Career Development,Student Evaluation,Instruction,Vocational Education,Civics,Teaching Methods,Evidence Based Practice,Reading Instruction,Academic Standards,Technological Literacy,Eligibility,Distance Education,High School Equivalency Programs,Instructional Materials,Student Personnel Services,Student Needs,Civil Rights Legislation,Disabilities,Faculty Development,Beginning Teacher Induction,Teacher Qualifications,Adult Educators,Disclosure,Reports,Student Records,Expenditures,Compliance (Legal),Audits (Verification),State Aid,Accountability,Federal Programs,English Language Learners,Community Colleges,Immigrants,COVID-19,Pandemics

The mission and vision of adult education is to provide every individual in Illinois access to Adult Education and Literacy services. In Illinois, more than 1.15 million adults have less than 12 grades of formal education, approximately 2.8 million Illinois residents speak a language other than English in their home, and more than 350,944 immigrants reside in Illinois. With these staggering statistics it is important that services are available throughout Illinois that prepare adult learners to succeed. This manual is designed to provide adult education providers funded through the Illinois Community College Board with pertinent policies and procedures necessary in successfully operating an Adult Education program in the State of Illinois. This document also contains specific information related to both state and federal adult education policies as well as process and procedural information to ensure compliance. [For the 2019 manual, see ED593593.]
Fiscal Year 2023 Adult Education and Literacy Provider Manual (July 1, 2022-June 30, 2023)
Author: Illinois Community College Board (ICCB)
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Adult Literacy,Federal Legislation,Planning,Financial Support,Educational Finance,Grants,Funding Formulas,Resource Allocation,Budgets,Career Development,Student Evaluation,Instruction,Vocational Education,Civics,Teaching Methods,Evidence Based Practice,Reading Instruction,Academic Standards,Technological Literacy,Eligibility,Distance Education,High School Equivalency Programs,Instructional Materials,Student Personnel Services,Student Needs,Civil Rights Legislation,Disabilities,Faculty Development,Beginning Teacher Induction,Teacher Qualifications,Adult Educators,Disclosure,Reports,Student Records,Expenditures,Compliance (Legal),Audits (Verification),State Aid,Accountability,Federal Programs,English Language Learners,COVID-19,Pandemics

The mission and vision of adult education is to provide every individual in Illinois access to Adult Education and Literacy services. In Illinois, more than 1.15 million adults have less than 12 grades of formal education, approximately 2.8 million Illinois residents speak a language other than English in their home, and more than 350,944 immigrants reside in Illinois. Services are available throughout Illinois that prepare adult learners to succeed. This manual is designed to provide adult education providers funded through the Illinois Community College Board with pertinent policies and procedures necessary in successfully operating an Adult Education program in the State of Illinois. This document also contains specific information related to both state and federal adult education policies as well as process and procedural information to ensure compliance. [For the 2022 manual, see ED623364.]
Hand Craft Projects: For School and Home Shops. Book 3
Author: Solar, Frank I.
Date: 1931-00-00
Type: Historical Materials
Subjects: Textbooks,Handicrafts,Woodworking,Design,Freehand Drawing,Toys,Workshops

This textbook presents projects in making goods for domestic use. It deals with methods of squaring up stock, adjusting the plane, etc., as well as directions and illustrations that should be studied by the amateur before attempting to make these woodworking projects. This series does not include directions for the use of common woodworking tools, because so many books devoted exclusively to the care and manipulation of tools can be obtained at any library, from publishers, or from the manufacturers of good tools. Beginners and those who are unable, or do not have the time, to design or make drawings for toys or useful articles which they wish to make for themselves and friends, will find the Hand Craft Projects books very interesting and useful.
Harper&apos;s School Speaker. Second Book: Graded Selections. Harper&apos;s Educational Series
Author: Baldwin, James
Date: 1891-00-00
Type: Historical Materials
Subjects: Textbooks,Public Speaking,Speech Communication

This textbook provides selections for public speaking pieces. The selections embraced in this volume have been chosen with reference to the attainment of these purposes: (1) The pleasant entertainment of both speaker and listeners; (2) The healthy stimulation of the imagination, a factor always active in the minds of children; (3) The cultivation of a correct literary taste; (4) The strengthening of the moral instincts and impulses by implanting in the mind the memory of good thoughts and of worthy deeds; (5) The improvement of the intellect through the presentation of subjects which awaken inquiry or lead directly to an increase of knowledge; and (6) The incidental advancement of the pupils in the arts of reading and elocution. These selections are presented without comment and without elocutionary components.
Julius; or the Street Boy out West
Author: Alger, Horatio, Jr.
Date: 1874-00-00
Type: Historical Materials
Subjects: Textbooks,Novels,Adolescent Literature

This textbook is a young-adult novel about an orphan, Julius who goes out West to work to acquire a good education and to qualify himself for a respectable position in society.
Illustrated English History. Part III: 1689-1886. English History Reading Books
Author: Gardiner, Samuel R.
Date: 1894-00-00
Type: Historical Materials
Subjects: European History,Illustrations,Textbooks

This textbook is a course in English history from 1689 to 1886, from the reign of William and Mary through the second Gladstone ministry. The textbook includes: (1) an analysis of the Outline of English History, with notes; (2) a genealogical table; (3) a listing of important dates; and (4) lists of famous men.
Closing the Gap: The Effect of Reducing Complexity and Uncertainty in College Pricing on the Choices of Low-Income Students
Author: Dynarski, Susan
Date: 2021-06-00
Type: Journal Articles
Subjects: Low Income Students,Paying for College,Tuition,College Applicants,Enrollment Rate,Risk,High Achievement,High School Students,Student Financial Aid,Intervention

High-achieving, low-income students attend selective colleges at far lower rates than upper-income students with similar achievement. Behavioral biases, intensified by complexity and uncertainty in the admissions and aid process, may explain this gap. In a large-scale experiment we test an early commitment of free tuition at a flagship university. The intervention did not increase aid: rather, students were guaranteed before application the same grant aid that they would qualify for in expectation if admitted. The offer substantially increased application (68 percent versus 26 percent) and enrollment rates (27 percent versus 12 percent). The results suggest that uncertainty, present bias, and loss aversion loom large in students' college decisions.
Phenoscreening: A Developmental Approach to Research Domain Criteria-Motivated Sampling
Author: Doyle, Colleen M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Clinical Diagnosis,Screening Tests,Genetics,Sampling,Identification,Neurodevelopmental Disorders,At Risk Persons,Infants,Autism Spectrum Disorders,Toddlers,Outcome Measures,Effect Size,Language Skills,Measures (Individuals),Mental Disorders

Background: To advance early identification efforts, we must detect and characterize neurodevelopmental sequelae of risk among population-based samples early in development. However, variability across the typical-to-atypical continuum and heterogeneity within and across early emerging psychiatric/neurodevelopmental disorders represent fundamental challenges to overcome. Identifying multidimensionally determined profiles of risk, agnostic to DSM categories, via data-driven computational approaches represents an avenue to improve early identification of risk. Methods: Factor mixture modeling (FMM) was used to identify subgroups and characterize phenotypic risk profiles, derived from multiple parent-report measures of typical and atypical behaviors common to autism spectrum disorder, in a community-based sample of 17- to 25-month-old toddlers (n = 1,570). To examine the utility of risk profile classification, a subsample of toddlers (n = 107) was assessed on a distal, independent outcome examining internalizing, externalizing, and dysregulation at approximately 30 months. Results: FMM results identified five asymmetrically sized subgroups. The putative high- and moderate-risk groups comprised 6% of the sample. Followup analyses corroborated the utility of the risk profile classification; the high-, moderate-, and low-risk groups were differentially stratified (i.e., HR &gt; moderate-risk &gt; LR) on outcome measures and comparison of high- and low-risk groups revealed large effect sizes for internalizing (d = 0.83), externalizing (d = 1.39), and dysregulation (d = 1.19). Conclusions: This data-driven approach yielded five subgroups of toddlers, the utility of which was corroborated by later outcomes. Data-driven approaches, leveraging multiple developmentally appropriate dimensional RDoC constructs, hold promise for future efforts aimed toward early identification of at-risk-phenotypes for a variety of early emerging neurodevelopmental disorders.
School Composition: Being Advanced Language Lessons for Grammar Schools. Harper&apos;s Language Series [1876]
Author: Swinton, William
Date: 1876-00-00
Type: Historical Materials
Subjects: Textbooks,Elementary School Students,Writing Instruction,English Instruction,Learning Activities,Phrase Structure,Sentence Structure,Literary Genres,Essays,Writing (Composition)

This textbook aims to enable pupils to master writing good English rather than teach theory of style and criticism. The contents are divided into five parts. Part I covers construction and combination of sentence and provides a variety of practical exercises. Part II focuses on varying the structure and phraseology of sentences. Part III is an application of principles already learned to easy composition exercises. Part IV addresses writing style. Finally, Part V deals with the composition of themes and essays. [Cover title varies: &quot;Swinton's School Composition.&quot;]
School Composition: Being Advanced Language Lessons for Grammar Schools. Harper&apos;s Language Series [1874]
Author: Swinton, William
Date: 1874-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Elementary Education,Sentences,Writing (Composition),Language Styles,Writing Skills

This textbook aims to enable pupils to master writing good English rather than teach theory of style and criticism. It is divided into four parts. Part I introduces the scholar to the construction and combination of sentences and provides a variety of practical exercises. Part II covers the structure and phraseology of sentences. Part III is an application of the principles learned to easy composition exercises. In Part IV, writing style is addressed. [Cover title varies: &quot;Swinton's School Composition: Advanced Language Lessons for Grammar Grades. Harper's Language Series.]
Bayesian Dynamic Borrowing of Historical Information with Applications to the Analysis of Large-Scale Assessments
Author: Kaplan, David
Date: 2022-06-10
Type: Reports - Research
Subjects: Bayesian Statistics,Models,Prediction,Accuracy,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Data Analysis

The purpose of this paper is to demonstrate and evaluate the use of &quot;Bayesian dynamic borrowing&quot;(Viele et al, in Pharm Stat 13:41-54, 2014) as a means of systematically utilizing historical information with specific applications to large-scale educational assessments. Dynamic borrowing via Bayesian hierarchical models is a special case of a general framework of historical borrowing where the degree of borrowing depends on the heterogeneity among historical data and current data. A joint prior distribution over the historical and current data sets is specified with the degree of heterogeneity across the data sets controlled by the variance of the joint distribution. We apply Bayesian dynamic borrowing to both single-level and multilevel models and compare this approach to other historical borrowing methods such as complete pooling, Bayesian synthesis, and power priors. Two case studies using data from the Program for International Student Assessment reveal the utility of Bayesian dynamic borrowing in terms of predictive accuracy. This is followed by two simulation studies that reveal the utility of Bayesian dynamic borrowing over simple pooling and power priors in cases where the historical data is heterogeneous compared to the current data based on bias, mean squared error, and predictive accuracy. In cases of homogeneous historical data, Bayesian dynamic borrowing performs similarly to data pooling, Bayesian synthesis, and power priors. In contrast, for heterogeneous historical data, Bayesian dynamic borrowing performed at least as well, if not better, than other methods of borrowing with respect to mean squared error, percent bias, and leave-one-out cross-validation. [This is the online version of an article published in Psychometrika.]
Talking with Your (Artificial) Hands: Communicative Hand Gestures as an Implicit Measure of Embodiment
Author: Mairmon-Mor, Roni O.
Date: 2020-11-20
Type: Journal Articles
Subjects: Nonverbal Communication,Assistive Technology,Interpersonal Communication,Human Body,Physical Disabilities,Individual Characteristics,Correlation,Behavior,Story Telling

When people talk, they move their hands to enhance meaning. Using accelerometry, we measured whether people spontaneously use their artificial limbs (prostheses) to gesture, and whether this behavior relates to everyday prosthesis use and perceived embodiment. Perhaps surprisingly, one- and two-handed participants did not differ in the number of gestures they produced in gesture-facilitating tasks. However, they did differ in their gesture profile. One-handers performed-more, and bigger, gesture movements with their intact hand relative to their prosthesis. Importantly, one-handers who gestured more similarly to their two-handed counterparts also used their prosthesis more in everyday life. Although collectively one-handers only marginally agreed that their prosthesis feels like a body part, one-handers who reported they embody their prosthesis also showed greater prosthesis use for communication and daily function. Our findings provide the first empirical link between everyday prosthesis use habits and perceived embodiment and a novel means for implicitly indexing embodiment.
Children Integrate Speech and Gesture across a Wider Temporal Window than Speech and Action When Learning a Math Concept
Author: Carrazza, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Child Language,Verbal Communication,Nonverbal Communication,Mathematical Concepts,Elementary School Students,Grade 3,Learning Strategies,Mathematics Skills,Problem Solving,Retention (Psychology),Mathematics Instruction,Teaching Methods,Intervals

It is well established that gesture facilitates learning, but understanding the best way to harness gesture and &quot;how&quot; gesture helps learners are still open questions. Here, we consider one of the properties that may make gesture a powerful teaching tool: its temporal alignment with spoken language. Previous work shows that the simultaneity of speech and gesture matters when children receive instruction from a teacher (Congdon et al., 2017). In Study 1, we ask whether simultaneity also matters when children themselves are the ones who produce speech and gesture strategies. Third-graders (N = 75) were taught to produce one strategy in speech and one strategy in gesture for correctly solving mathematical equivalence problems; they were told to produce these strategies either simultaneously (S + G) or sequentially (S[right arrow]G; G[right arrow]S) during a training session. Learning was assessed immediately after training, at a 24-h follow-up, and at a 4-week follow-up. Children showed evidence of learning and retention across all three conditions. Study 2 was conducted to explore whether it was the special relationship between speech and gesture that helped children learn. Third-graders (N = 87) were taught an action strategy instead of a gesture strategy; all other aspects of the design were the same. Children again learned across all three conditions. But only children who produced &quot;simultaneous&quot; speech and action retained what they had learned at the follow-up sessions. Results have implications for why gesture is beneficial to learners and, taken in relation to previous literature, reveal differences in the mechanisms by which doing versus seeing gesture facilitates learning.
Why Is Math Cheaper than English? Understanding Cost Differences in Higher Education
Author: Hemelt, Steven W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Costs,Intellectual Disciplines,Class Size,Teacher Salaries,STEM Education,Mathematics Education,English Instruction,Online Courses,Expenditures,Faculty Workload,Departments,Institutional Characteristics,Fringe Benefits

This paper establishes five new facts about instructional costs in higher education using department-level data from a broad range of institutions. Costs vary widely across fields, ranging from electrical engineering (90% higher than English) to math (25% lower). This pattern is largely explained by differences in class size and faculty pay. Some STEM fields experienced steep declines in expenditures over the past 17 years, while others saw increases. Changes in class size and teaching loads alongside a shift toward contingent faculty explain these trends. Finally, the association between online instruction and instructional costs is statistically indistinguishable from zero.
Getting Prepared 2020: Developmental Education Course-Taking of High School Graduates, Classes 2012-2019
Author: Rogness, Steve
Date: 2022-07-00
Type: Reports - Research
Subjects: Developmental Studies Programs,Course Selection (Students),High School Graduates,College Readiness,Enrollment,College Students,State Colleges,College Credits,Two Year Colleges,Public Colleges,Private Colleges,Public Schools,Graduation Rate,College Entrance Examinations,Gender Differences,Racial Differences,Minority Group Students,English Language Learners,Limited English Speaking,Low Income Students,Special Education,Reading Achievement,Mathematics Achievement,Scores

&quot;Getting Prepared 2020&quot; examines patterns of developmental education for Minnesota public high school graduates from the classes of 2012 to 2019 who enrolled in Minnesota postsecondary institutions. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity, as the cost gets higher for students who spend additional time finishing developmental course requirements before starting program-specific courses. &quot;Getting Prepared 2020&quot; fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions within two years of high school graduation. The report describes findings resulting from linking student-level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. The term &quot;college&quot; refers to any type of postsecondary institution offering academic programs or vocational training. [For &quot;Getting Prepared 2019: Developmental Education Course-Taking of High School Graduates, Classes 2011-2018,&quot; see ED612998.]
Early Progress and Outcomes of a Grow Your Own Grant Program for High School Students and Paraprofessionals in Texas. REL 2023-141
Author: Wan, Yinmei
Date: 2022-10-00
Type: Reports - Research
Subjects: High School Students,Paraprofessional School Personnel,School Districts,Enrollment,Geographic Location,Rural Areas,Outcomes of Education,Minority Group Students,Gender Differences,Diversity (Faculty),Teacher Education,Teacher Shortage,Public Schools,Grants,State Aid,Economically Disadvantaged

The Texas Education Agency launched the Grow Your Own (GYO) grant program in 2018 to encourage districts to develop or expand existing high-quality education and training courses for high school students and to support district-employed paraprofessionals (including instructional aides and long-term substitute teachers) to pursue certifications that would allow them to enter full-time teaching roles. This study aimed to help state education leaders in Texas understand the progress of districts in implementing the GYO program and the early outcomes of participants. This study analyzed data from 2015/16 through 2020/21 for districts that received GYO funding in the first two grant cycles and districts in the same geographic locales within the same regions that did not receive GYO funding (comparison districts). The study found that the majority of districts awarded a GYO grant were in rural areas and small towns. GYO districts were more likely to have a smaller enrollment and had a higher average percentage of Hispanic students than comparison districts. The findings suggest that the program appeared to meet the Texas Education Agency's goal of providing opportunities to students and paraprofessionals in rural and small school settings and students of color to participate in GYO activities. The study also found that the percentage of students completing education and training courses in GYO districts was low (about 10 percent) during the grant years, and the percentage was similar in comparison districts before and after the grant awards. A disproportionate share of students who completed education and training courses in GYO districts were female. Although it is too soon to tell whether the GYO program will, over time, increase the size and diversity of the state's teacher pool, leaders at the Texas Education Agency can use these early findings to both understand the progress of districts in achieving the GYO grant program aims and help identify aspects of the program that might need further investigation. [For the appendices to this report, see ED623385.]