ethanporcaro/eric-fulltext-meta huggingface dataset:
Ally &amp; Accomplice: Two Sides of the Same Coin. Equity Dispatch. Volume 4, Issue 3
Author: Jackson, Robin G.
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Advocacy,Elementary Secondary Education,Social Justice,Equal Education,Minority Group Students,Racism,Social Bias,Altruism,Teacher Role,Culturally Relevant Education,Activism,Student Participation,Self Concept,Reflection

In this edition of &quot;Equity Dispatch,&quot; we explore the concepts of allyship and accomplice, and how they may manifest at the intersection of education and advocacy.
LGBTQ+ Youth in Rural Schools and Communities. Equity by Design
Author: Blackburn, Mollie V.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Equal Education,LGBTQ People,Rural Schools,Social Discrimination,Inclusion,Resilience (Psychology),Student School Relationship

The purpose of this &quot;Equity by Design&quot; brief is to review research regarding LGBTQ+ youth, schools, and rural contexts in North America, primarily the United States; the issues and concerns they face in schools and their communities; how they are affected by these issues; and what schools are doing to support rural LGBTQ+ youth.
Black and Latinx Parents of Students with Dis/Abilities Selecting Charter Schools in Chicago. Equity by Design. Research Brief
Author: Waitoller, Federico
Date: 2018-00-00
Type: Reports - Research
Subjects: African American Students,Hispanic American Students,Parents,Students with Disabilities,School Choice,Charter Schools,Decision Making,Economic Factors,School Safety,Parent Attitudes,Special Education

The purpose of this &quot;Equity by Design&quot; research brief summarizes a study that examined how Black and Latinx parents of students with dis/abilities living in the city of Chicago decided to avoid or leave neighborhood schools and instead chose to enroll their child(ren) in charter schools.
Latino College Enrollment: Past, Current, and Projections
Author: Excelencia in Education
Date: 2022-04-11
Type: Reports - Descriptive
Subjects: Hispanic American Students,Enrollment Trends,Educational Attainment,Trend Analysis,Educational Trends,Pandemics,COVID-19,Futures (of Society),Minority Group Students,Race,Ethnicity,Graduate Students,Undergraduate Students,School Location,Institutional Characteristics,College Attendance

Latino student college enrollment had been growing at an accelerated pace for more than 20 years, but in 2020 dropped significantly despite previous projections of continued growth. While Latino student enrollment is projected to grow later in this decade, this growth is not at the accelerated pace seen in the years prior to the pandemic. In this fact sheet, we provide a summary of past, current, and projected Latino student enrollment that can help institutions identify and understand patterns to improve their efforts to more intentionally serve their Latino students.
Equity-Oriented Social, Emotional, and Behavioral Screening. Equity by Design
Author: Miller, Faith G.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Screening Tests,Behavior Disorders,Emotional Disturbances,Social Behavior,Multi Tiered Systems of Support,Identification,Trauma,Experience

This &quot;Equity by Design&quot; brief summarizes the key features and considerations for planning, implementing, and evaluating social, emotional or behavioral screening within multitier systems of support (MTSS), to advance educational equity.
Latino College Completion: 2019-2020
Author: Excelencia in Education
Date: 2022-07-13
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Graduates,Enrollment Trends,Educational Attainment,Educational Trends,Institutional Characteristics,Futures (of Society),Educational Objectives,School Location,Trend Analysis,Masters Degrees,Bachelors Degrees,Associate Degrees,Achievement Gap

While Latino enrollment decreased in 2020, we continue to see an increase in Latino college completion. This brief provides an overview of past and current context of Latino college completion through the first months of the pandemic, including the top institutions where Latinos earn degrees, and progress towards the goal of Ensuring America's Future through 6.2 million more Latino undergraduate degrees by 2030. [For &quot;Latino College Enrollment: Past, Current, and Projections,&quot; see ED623058.]
Ensuring Contextually Relevant Psychoeducational Decisions in the Wake of COVID-19. Equity by Design
Author: Sullivan, Amanda
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Equal Education,COVID-19,Pandemics,Criticism,Wellness,Decision Making,Learning Processes,Learning Problems,Educational Change,Prevention,Intervention,Individualized Instruction,Multi Tiered Systems of Support,Elementary Secondary Education,Emotional Response,Social Isolation

In this &quot;Equity by Design&quot; brief, we outline the short- and long-term impacts of COVID-19 on student learning and wellness. Next, we critique common narratives and responses to student educational difficulties following the start of the pandemic. Finally, we conclude with key considerations for educational decision-making, prevention, intervention, and individualization across all levels of programming: schoolwide, group, and individual.
Disability and English Learners: Intersections of Civil Rights and Best Practice. Equity by Design
Author: Sullivan, Amanda L.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Students with Disabilities,English Language Learners,Civil Rights,Best Practices,Civil Rights Legislation,Federal Legislation,Educational Legislation

This installment of &quot;Equity by Design&quot; brief will review civil rights law, federal disability laws, and related best practices to help schools conceptualize nondiscriminatory, effective services to their growing English Learner (also known as English Language Learners or ELLs) populations, particularly for students with disabilities, and those students suspected of having disabilities.
Facilitating Equitable School Reentry for Students Involved in the Juvenile System. Equity by Design
Author: Mackey, Hollie
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Delinquency,Juvenile Justice,Reentry Students,Barriers,Social Influences,Racial Differences,Ethnicity,Disproportionate Representation,Gender Differences,At Risk Students,Racism,Discipline,Correctional Institutions,Institutionalized Persons,Special Education,Access to Education,Educational Quality,Student Needs,Transitional Programs,Agency Cooperation

This &quot;Equity by Design&quot; brief defines societal and academic barriers to school reentry, discusses considerations, and provides practical recommendations for equitable reentry into the school community.
An Intellectual Arithmetic, upon the Inductive Method, with an Introduction to Written Arithmetic
Author: Eaton, James S.
Date: 1873-00-00
Type: Historical Materials
Subjects: Arithmetic,Mathematics Instruction,Textbooks,Teaching Methods,Numbers,Elementary School Students

This arithmetic textbook uses small concrete numbers to lead pupils to understanding numbers' properties and relations. This work is intended as a connecting link between the Primary and Written Arithmetics of the Author. It presents a mental analysis of Arithmetic adapted to the younger pupils by its easy gradations, and to advanced pupils by its scientific arrangement and its logical development of the art of computation. In the spirit of the inductive method, concrete numbers-- numbers applied to physical objects--have been largely employed in treating of each topic, as the only fit preparation for the exercises upon abstract numbers, which are far more difficult for the youthful mind to grasp.
COVID-19, Equity, and School Integration: Rebuilding Education for the Public Good. Equity by Design
Author: Diem, Sarah
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Equal Education,Racial Integration,Minority Group Students,School Segregation,Public Schools

This &quot;Equity by Design&quot; research brief discusses the impact of COVID-19 on school segregation and integration in public schools. COVID-19 raised a lot of discussions already occurring around school choice, which connects to a larger conversation on the purpose of education and it being one of the most important public goods in American society. Yet, efforts to prioritize school choice and further privatization only increased during COVID-19, despite it bringing to the surface a deep-seated crisis we are facing when it comes to providing equitable access and opportunity in education. Thus, this brief also discusses how the notion of education as a public good has waned over time, particularly in recent presidential administrations, which is contributing to many of the struggles experienced during COVID-19, particularly during its onset. The brief concludes by discussing the need for the new approaches to school integration in the current educational context and offer examples of how center equity can be bettered in such approaches.
Centering F.a.M.I.L.Y in Black Girls&apos; STEM Learning. Equity by Design
Author: Morton, Crystal
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Females,STEM Education,African American Students,Inclusion,Equal Education,Interdisciplinary Approach,Identification (Psychology),Wellness,Well Being,Family Programs,Program Effectiveness,Student Interests,Knowledge Level,Social Problems

In this &quot;Equity by Design&quot; brief, the authors describe the F.a.M.I.L.Y (Fostering and Maximizing Interdisciplinary Learning Year-round) Project and discuss the Project's importance and impact on Black girls and their caregivers. The brief ends with a discussion of strategies implemented during the F.a.M.I.L.Y Project to create a holistic and inclusive environment for STEM learning and positive STEM identity development.
Can Charter Schools Erase Racial Inequities Evidenced in Access to General Education Classrooms? A Longitudinal Study in Chicago Public Schools. Equity by Design
Author: Waitoller, Federico R.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Equal Education,Racism,Access to Education,Special Education,Inclusion,Neighborhood Schools,Disproportionate Representation,Students with Disabilities,African American Students,White Students,Public Schools,Elementary Secondary Education

This &quot;Equity by Design&quot; research brief summarizes a study published by Waitoller and Maggin (2018) in the special education journal &quot;Remedial and Special Education.&quot; The purpose of this research was to examine whether charter schools mitigate racial inequities evidenced in access to general education classrooms in neighborhood schools, or if they reproduce such inequities. The research question was, how do racial disparities evidenced in the placement of students receiving special education services (SRSES) in the least restrictive environment (LRE) in neighborhood schools (NS) compare to those in charter schools? The authors used a longitudinal analysis of odds ratios to examine annual school data on students' placement in the LRE in Chicago Public Schools (CPS) from 2008 to 2012. [For the full Waitoller and Maggin study, &quot;Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools,&quot; see EJ1253844.]
Foundations of Equity-Centered MTSS. Equity by Design
Author: Sullivan, Amanda L.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Multi Tiered Systems of Support,Positive Behavior Supports,Program Development,Program Evaluation,Program Implementation,Racism,Leadership,Language Usage,Educational Policy

&quot;Multitier systems of support&quot; (MTSS) are widely understood as an evidence-based framework for coordinating integrated delivery of a continuum of layered services to support students' development. Traditionally, MTSS includes three tiers. Tier 1 refers to universal supports that are system-, school-, or classwide; tier 2 includes targeted services beyond general supports; and tier 3 and beyond provide intensive and sustained individualized services. Although equity is identified as a feature or outcome of MTSS, particularly when considered in the context of prevention of racial disproportionality through MTSS, the authors propose that equity should be more foundational to MTSS design, implementation, and evaluation in order to advance social justice and protect student rights. As such, this &quot;Equity by Design&quot; brief introduces an expanded conceptualization of equity-centered MTSS, describes its key features, provides guided questions to evaluate an existing MTSS system, and identifies resources to support this work.
Guidance on Reopening Schools: Equity Considerations during COVID-19. Equity by Design
Author: Gorman, Trish
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,In Person Learning,Equal Education,Distance Education,Blended Learning,Screening Tests,Health Promotion,Health Behavior,Hygiene,Students with Disabilities,English Language Learners,Access to Computers,Barriers,Online Courses,Parent School Relationship,Achievement Gains,Social Emotional Learning,Field Trips,Extracurricular Activities,Disease Control,Risk Management,Elementary Secondary Education

This &quot;Equity by Design&quot; brief highlights equity issues that arise in the process of reopening schools during a global pandemic. The authors examine state plans and guidance for reopening schools across states in the Midwest &amp; Plains Equity Assistance Center (MAP EAC) region which includes the 13 states of Indiana, Illinois, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota, and Wisconsin. The purpose of this paper is to provide explicit consideration of equity issues in the context of reopening schools and generate discussion about the topics addressed. The following topics are covered: (1) time spent in face-to-face instruction vs. virtual or hybrid learning environments and any calendar changes; (2) screening and reporting of COVID-19 symptoms and exposure; (3) social distancing, face masks and classroom set up; (4) ensuring more equitable learning for students with dis/abilities and multilingual learners; (5) access to technology; (6) opportunities and challenges in online learning, (7) communication with parent/caregivers; (8) addressing learning loss; (9) guidance on Social Emotional Learning (SEL); and (10) guidance on field trips and co-curricular and extra-curricular activities. Throughout this brief, the authors highlight equity issues that inevitably arise in the context of schooling where conditions of access are likely exacerbated by the pandemic and how one might approach and consider these issues in planning and policy. As school and district leaders review and revise policy implementation, the guidance outlined in this paper can inform the way that policy is implemented and can help highlight issues around equity that district and school personnel may not have considered in planning for reopening.
Lifelong Learning Tendencies of Primary Education Teachers
Author: Kurtdede Fidan, Nuray
Date: 2017-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Elementary School Teachers,Foreign Countries,Teacher Characteristics,Teacher Motivation,Teacher Persistence

This study determined the lifelong learning tendencies of primary education teachers and compared these tendencies using different variables. The participants included 140 primary education teachers from several primary schools in Afyonkarahisar selected through random sampling. The Lifelong Learning Tendency scale developed by Coskun (2009) to determine the lifelong learning tendencies of primary education teachers was used to collect data. Confirmatory factor analysis (CFA) confirmed that the scale in both the original study and this study had four factors. In addition, the Cronbach Alpha coefficient was 0.90. The data displayed a normal distribution in the dimensions of motivation and persistence, but a non-normal distribution in the dimensions of lack of regulating learning and lack of curiosity. The results revealed that participants have high tendencies towards pursuing lifelong learning. In particular, the tendencies in the motivation dimension were the highest. A significant relationship was only found in the dimension of lack of curiosity with female participants. It was determined that the lifelong learning tendencies of primary education teachers do not differ significantly according to grade level, education level, or professional seniority.
How Students Search Video Captions to Learn: An Analysis of Search Terms and Behavioral Timing Data
Author: Zhang, Zhilin
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Engineering Education,Video Technology,Visual Aids,Search Strategies,Information Retrieval,Scores,Transcripts (Written Records),Lecture Method,Online Searching,Undergraduate Students

Engineering students used ClassTranscribe, an accessible video player, in multiple engineering courses to view course videos and search for video content. The tool collected detailed timestamped student behavioral data from 1,894 students across 25 engineering courses that included what individual students searched for and when. A previous analysis, published in ASEE 2020 [1], found that using ClassTranscribe caption search significantly predicted improvement in final exam scores in a computer science course. In this paper we present how students used the search functionality based on a more detailed analysis of the log data. ClassTranscribe automatically created captions and transcripts for all lecture videos using an Azure speech-to-text system that was supplemented with crowd-sourced editing to fix captioning errors. The search functionality used the timestamped caption data to find specific video moments both within the current video or across the entire course. The number of search activities per person ranged from zero to 186 events. An in-depth analysis of the students (N=167) who performed 1,022 searches was conducted to gain insight into student search needs and behaviors. Based on the total number of searches performed, students were grouped into &quot;Infrequent Searcher&quot; (&lt; 18 searches) and &quot;Frequent Searcher&quot; (18 to 110 searches) using clustering algorithms. The search queries used by each group were found to follow the Zipf's Law and were categorized into STEM-related terms, course logistics and others. Our study reports on students' search context, behaviors, strategies, and optimizations. Using Universal Design for Learning as a foundation, we discuss the implications for educators, designers, and developers who are interested in providing new learning pathways to support and enhance video-based learning environments.
An Introduction to the Mathematical Analysis of Statistics
Author: Forsyth, C. H.
Date: 1924-00-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Statistics

This textbook is intended for a course in mathematics and not as a reference book for the statistician. Although a knowledge of calculus is necessary for the proper appreciation of the various principles treated here, the applications are carefully restricted for the most part to those that do not require calculus except possibly for proper appreciation.
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, Including Dyslexia
Author: Al Otaiba, Stephanie
Date: 2021-00-00
Type: Reports - Research
Subjects: Elementary School Students,Students with Disabilities,Dyslexia,Intervention,Reading Instruction,Writing Instruction,Program Effectiveness,Skill Development,Reading Difficulties,Kindergarten,Grade 1,Grade 2,Grade 3,Teaching Methods

The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta-analyses and systematic reviews of experimental and quasi-experimental studies published in the last decade that examined the effects of reading and writing interventions in the elementary grades, including research focused on students with reading difficulties and disabilities, including dyslexia. We attended to moderator analyses, when available, to further refine what we know and need to learn about interventions. Findings from these reviews indicate that explicit and systematic intervention focusing on the code &quot;and&quot; meaning dimensions of reading and writing, and delivered one-to-one or in small groups, are likely to improve foundational code-based reading skills, and to a lesser extent, meaning-based skills, across elementary grade levels. Findings, at least in the upper elementary grades, indicate that some intervention features including standardized protocols, multiple components, and longer duration can yield stronger effects. And, integrating reading and writing interventions shows promise. We still need to learn more about specific instructional routines and components that provide more robust effects on students' ability to comprehend and individual differences in response to interventions. We discuss limitations of this review of reviews and suggest directions for future research to optimize implementation, particularly to understand &quot;for whom&quot; and &quot;under what conditions&quot; literacy interventions work best.
The Importance of Theory of Mind in Oral and Reading Comprehension in Emergent Bilingual Students
Author: Taboada Barber, Ana
Date: 2021-10-04
Type: Journal Articles
Subjects: Theory of Mind,Oral Reading,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Word Recognition,Vocabulary Skills,Social Development,Cognitive Development,Elementary School Students,Correlation,Prediction,Spanish Speaking,Grade 3,Grade 4,Instructional Program Divisions,Comparative Analysis,Standardized Tests,Reading Tests,Bilingualism,Hispanic American Students,Achievement Tests,Language Proficiency,Surveys,Neuropsychology,Tests

Theory of Mind (ToM), as a relevant aspect in children's socio-cognitive development, has been widely studied. Some results have suggested that bilingual children have an advantage over their monolingual peers in development of ToM. However, there is less research regarding the predictive role of ToM in performance of oral and reading comprehension in elementary school students. This study evaluated a sample of 84 emergent bilingual, Spanish-speaking, third to fifth graders to identify the predictive role of ToM in their oral comprehension and reading comprehension in English, their second language, controlling for grade, vocabulary, and word identification. ToM was assessed using a test of other people's intentions, beliefs, and perspectives, along with recognition of emotions through facial expressions. For comprehension, standardized measures of oral and reading comprehension were used. The bivariate correlations and hierarchical linear regression analyses between ToM and each of the types of comprehension indicated a prediction of ToM in both types of comprehension when controlling statistically for grade, word identification, and vocabulary. This highlights the role of ToM in oral language and reading variables in emergent bilingual students and emphasizes its importance for teaching of reading for this population.