ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Grade Six
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction,Grade 6

This teachers' manual is to be used with the textbook &quot;Better English: Grade Six&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons. [For &quot;Better English: Grade Six,&quot; see ED623251.]
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Grade Five
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction,Grade 5

This teachers' manual is to be used with the textbook &quot;Better English: Grade Five&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons. [For &quot;Better English: Grade Five,&quot; see ED623250.]
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Grade Four
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction,Grade 4

This teachers' manual is to be used with the textbook &quot;Better English: Grade Four&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons.
Teachers&apos; Manual to Accompany Jeschke&apos;s &quot;Better English for Beginners&quot;: Grade Three
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction,Grade 3

This teachers' manual is to be used with the textbook &quot;Better English for Beginners: Grade Three&quot; by Jeschke. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons. [For &quot;Better English for Beginners,&quot; see ED623259.]
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Grade Eight
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction,Grade 8

This teachers' manual is to be used with the textbook &quot;Better English: Grade Eight&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons.
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Lower Book
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction

This teachers' manual is to be used with the textbook &quot;Better English: Lower Book&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons.
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Introductory Book
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction

This teachers' manual is to be used with the textbook &quot;Better English: Introductory Book&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons.
Research Information Management in the United States. Part One: Findings and Recommendations. OCLC Research Report
Author: Bryant, Rebecca
Date: 2021-11-00
Type: Reports - Research
Subjects: Research Universities,Information Management,Metadata,Data Use,Data Collection,Information Systems,College Faculty,Reports,Access to Information,Compliance (Legal)

Research information management (RIM) is a rapidly growing area of investment in US research universities. RIM systems that support the collection and use of research outputs metadata have been in place for many years. Globally, the RIM ecosystem is quite mature in locales where national research assessment exercises like the United Kingdom's Research Excellence Framework (REF) and the Excellence in Research for Australia (ERA) require institutions to collect and report on the outputs of institutional research. A pan-European community of practice is led by euroCRIS. However, in the absence of national research assessment requirements in the United States, RIM practices at U.S. research universities have taken a different--and characteristically decentralized--course. A complex variety of stakeholders have responded to a similarly complex mix of use cases, with silos and frequent duplication as a result. This report is a two-part series that provides a first-of-its-kind documentation of RIM practices at US research universities, building on previous research conducted by OCLC Research, that offers a thorough examination of RIM practices, goals, stakeholders, and system components. Part One provides summary findings synthesized from in-depth case studies of US RIM practices, which are documented in detail in the Part Two companion report. It furthermore synthesizes these findings into a summary of RIM use cases, a RIM system framework, and concise recommendations for RIM stakeholders. [For Part Two, see ED623603.]
Teachers&apos; Manual to Accompany Jeschke, Potter, and Gillet&apos;s &quot;Better English&quot;: Middle Book
Date: 1930-00-00
Type: Historical Materials
Subjects: Teaching Guides,English Instruction

This teachers' manual is to be used with the textbook &quot;Better English: Middle Book&quot; by Jeschke, Potter, and Gillet. It includes notes that explain briefly the first principles of language study and teaching, and suggestions for the conduct of the individual lessons.
Research Information Management in the United States. Part Two: Case Studies. OCLC Research Report
Author: Bryant, Rebecca
Date: 2021-11-00
Type: Reports - Research
Subjects: Research Universities,Information Management,Metadata,Data Use,Data Collection,Information Systems,College Faculty,Reports,Access to Information,Compliance (Legal)

Research Information Management (RIM) is a rapidly growing area of investment in US research universities, comprised of a variety of use cases, stakeholders, and products. This growth has been characteristically decentralized, resulting in silos, multiple systems, and frequent duplication of efforts at many institutions. This report is a two-part report series seeks to fill a gap in the literature by documenting RIM activities to provide U.S. research institutions with a more comprehensive and strategic view of RIM practices. Part 2 of this report, provides an in-depth narrative of the RIM practices at five US research institutions: (1) Penn State University; (2) Texas A&amp;M University; (3) Virginia Tech; (4) UCLA; and (5) University of Miami. Each case study includes content about the history and relevant use cases as well as significant documentation about each RIM system and its implementation, including its scope, stakeholders, and administrative leadership. It also provides an extensive description of the RIM systems themselves, detailing the data sources, processing and storage practices, and system goals and uses. The narratives conclude by documenting the metadata and sources populating each RIM system and describing future plans for the institutional RIM system(s). [For Part One, see ED623599.]
Defining Key Terms Related to Digital Learning: Survey of Higher Education Faculty &amp; Administrators. Summary Report
Author: Johnson, Nicole
Date: 2022-00-00
Type: Reports - Research
Subjects: Electronic Learning,Higher Education,College Faculty,Teacher Attitudes,Administrators,Administrator Attitudes,Definitions,Educational Technology,Blended Learning,Asynchronous Communication,Synchronous Communication,Teaching Methods

For years, there has been a sense of confusion and contention about the meanings of key terms such as online learning and hybrid learning. Additionally, there has been a lack of consensus on how to name different variations of online and hybrid learning (e.g., hyflex learning, synchronous online and hybrid elements, and asynchronous online and hybrid elements). To address the ongoing debate about how terms related to online and hybrid learning should be defined, a survey was conducted asking participants to indicate the extent to which they agreed with the following terms and their definitions: (1) Online learning: All instruction and interaction is fully online (synchronous or asynchronous); (2) Hybrid learning: A blend of online and in-person instruction (online instruction is synchronous or asynchronous); (3) Hyflex learning: Students can move between online and in-person instruction as they see fit (also referred to as multi-access or co-modal learning); (4) In-person learning: All instruction takes place in an in-person setting. (5) Synchronous learning: Instruction takes place in real-time and requires student presence (in-person or virtual) at a set time; and (6) Asynchronous learning: Instruction is available for students to access at a time that works best for them. The purpose of this report is to provide a brief overview of the findings from this study. [Additional partners of the report include: Canadian Digital Learning Research Association (CDLRA) and Quality Matters (QM).]
English MAP Reading Fluency Technical Report: Based on Assessments Administered during the 2020-2021 School Year
Author: NWEA
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Reading Tests,Reading Achievement,Reading Fluency,Test Construction,Test Format,Test Items,Testing,Reading Skills,Oral Reading,Test Reliability,Test Validity,Dyslexia,Screening Tests,Equated Scores

This technical report documents the processes and procedures employed by NWEA® to build and support the English MAP® Reading Fluency™ assessments administered during the 2020-2021 school year. It is written for measurement professionals and administrators to help evaluate the quality of MAP Reading Fluency. The seven sections of this report: (1) presents an overview of the English MAP Reading Fluency assessment, including the rationale behind its design; (2) describes the MAP Reading Fluency test forms and provides the specifications for each measure included on the assessment; (3) explains the process for developing items for the MAP Reading Fluency assessments; (4) describes the test administration process, including setting up and managing students and test sessions; (5) summarizes the scoring and reporting processes for MAP Reading Fluency; (6) presents technical information on the measurement characteristics of the MAP Reading Fluency's Foundational Skills and Oral Reading Fluency scores, including reliability and validity evidence; and (7) describes the MAP Reading Fluency Dyslexia Screener that assesses key reading skills, including those most often associated with dyslexia, without the need for a separate assessment.
MAP Growth Theory of Action
Author: Meyer, J. Patrick
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Achievement Tests,Academic Achievement,Achievement Gains,Student Evaluation,Educational Theories,Validity,Evaluation Methods,Growth Models,Test Bias,Test Results

The MAP® Growth™ theory of action describes key features of MAP Growth and its position in a comprehensive assessment system. The basic premise of the theory of action is that all students learn when MAP Growth is situated in a comprehensive assessment system and used for its intended purposes to yield information about student learning and enable educators to make data-informed decisions about curriculum and instruction. The infographic illustrates the components of the MAP Growth theory of action, shedding light on the connectedness of the parts and the claims that are central to the validity argument. Evidence for the claims is described in the MAP Growth technical report (NWEA®, 2019) and other research reports.
Student Achievement in 2021-2022: Cause for Hope and Continued Urgency. Collaborative for Student Growth. Brief
Author: Kuhfeld, Megan
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Academic Achievement,COVID-19,Pandemics,Reading Achievement,Mathematics Achievement,Achievement Gains,Achievement Tests,Scores,Elementary School Students,Middle School Students,Public Schools

School systems started the 2021-22 school year with extra resources and plans for recovery, but repeated resurgences of the COVID-19 virus thwarted hopes of a strong comeback. Schools continued to face a myriad of challenges including severe staff shortages, high rates of absenteeism and sickness, and rolling school closures forced by the pandemic's fallout. This brief continues NWEA's ongoing research agenda examining how the COVID-19 pandemic has affected student achievement in reading and math. The authors build on previous findings to examine students' achievement gains up to the end of the third school year impacted by the pandemic. To understand the cumulative impact of the pandemic on student achievement and look for initial signs of rebounding, this study used test score data from 8.3 million students in grades 3-8 who took MAP® Growth™ assessments in reading and math in approximately 25,000 public schools between 2018-19 and 2021-22. These data were compared to a sample of students of a roughly comparable size who tested between 2015-16 and 2018-19. [For the Technical Appendix, see ED623611.]
Technical Appendix For: Student Achievement in 2021-2022: Cause for Hope and Continued Urgency. Technical Brief
Author: Kuhfeld, Megan
Date: 2022-07-00
Type: Reports - Research
Subjects: Academic Achievement,Mathematics Achievement,Reading Achievement,Achievement Gains,COVID-19,Pandemics,Achievement Tests,Scores,Educational Trends,Effect Size,Comparative Analysis,Gender Differences,Racial Differences,Enrollment,Elementary School Students,Middle School Students

The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, &quot;Student achievement in 2021-22: Cause for hope and continued urgency.&quot; The authors investigated two main research questions in this brief: (1) How do achievement gains across the 2021-22 school year compare to pre-pandemic trends? Are there any initial signs of rebounding or recovery?; and (2) How does student achievement in spring 2022 compare to pre-pandemic levels? In addition to these two primary research questions, the authors also investigated one supplementary research question regarding whether achievement has become more distributed over the pandemic. [For &quot;Student Achievement in 2021-2022: Cause for Hope and Continued Urgency. Collaborative for Student Growth. Brief,&quot; see ED623610.]
The Forgotten 20 Percent: Achievement and Growth in Rural Schools across the Nation. Brief
Author: Johnson, Angela
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Achievement Gains,Mathematics Achievement,Reading Achievement,Kindergarten,Rural Schools,Rural Urban Differences,Achievement Gap,Access to Education,Distance Education,Educational Policy

About one in five students in the US attends a rural school, and over half of all school districts are in rural areas. And yet very little is known about achievement, achievement gaps, and academic growth in rural schools, including how school-year and summer changes in achievement may differ in these schools. This lack of information is troubling, since rural schools and students have both unique challenges and advantages that could impact their academic outcomes, and because the federal government and states are making considerable and increasing financial investments in rural schools. The intent of this study is to provide a descriptive overview of academic achievement and growth among rural schools so educators and policymakers can better understand the potential needs of rural schools.
Second-Year Mathematics for Secondary Schools. Second Edition. Third Impression. The University of Chicago Mathematical Series. The School of Education Texts and Manuals
Author: Breslich, Ernst R.
Date: 1916-08-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Study Skills,Teaching Methods,Algebra,High School Students,Course Descriptions

This textbook provides the foundation for a second-year high school mathematics course. It aims to teach &quot;how to study&quot; as well as the &quot;content&quot; of a second unit of secondary mathematics through the nature and form of the material, explicit exhibits, formulated tests of both sound and unsound reasoning, through study-helps, directions for working, and systematic chapter summaries. &quot;Second-Year Mathematics&quot; may be used successfully in classes that have had only algebra during the first year. The syllabus at the beginning of the book gives all the theorems and axioms taught in &quot;First-Year Mathematics,&quot; indicating the order in which they were given.
Second-Year Mathematics for Secondary Schools. Second Edition. The University of Chicago Mathematical Series. The School of Education Texts and Manuals
Author: Breslich, Ernst R.
Date: 1916-08-00
Type: Historical Materials
Subjects: Textbooks,Mathematics Instruction,Geometry,High School Students,Teaching Methods,Study Skills,Units of Study

This textbook presents the foundation for a second high-school year mathematics course. It aims to teach &quot;how to study&quot; as well as the &quot;content&quot; of a second unit of secondary mathematics through the nature and form of the material, explicit exhibits, formulated tests of both sound and unsound reasoning, through study-helps, directions for working, and systematic chapter summaries. A unique feature of the book is the attractive presentation of a considerable body of associated solid geometry. This is an economy and is in accord with modern educational precepts.
Virtual Role-Play: Middle School Educators Addressing Student Mental Health
Author: Timmons-Mitchell, Jane
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mental Health,Suicide,Prevention,Students,Training,Online Courses,Role Playing,Helping Relationship,Bullying,Intervention

In this study, we examined the impact of a virtual training program, Kognito At-Risk role-play simulation, on the mental health and suicide prevention gatekeeping skills of middle school educators. Methods: The validated Gatekeeper Behavior Scale was administered to 33,703 participants at baseline, post-training and follow-up. Helping behaviors were measured at baseline and follow-up. We also assessed preparedness, likelihood, and self-efficacy concerning leading conversations with youth about bullying and suicide. Results: Participants showed positive change from pre-test to 3-month follow-up on variables of interest. Hotelling's T2 test indicated that, as a set, gatekeeper attitudes of preparedness, likelihood, and self-efficacy differed between pre-test and post-test, F (3, 33,512) = 16,283, p &lt; 0.001, [eta][superscript 2] [subscript partial] = 0.59. Number of students about whom gatekeepers were concerned (p &lt; 0.05), number of students approached to discuss concerns (p &lt; 0.001), and number of students referred to support services (p &lt; 0.001) increased significantly with training. Conclusions: The At-Risk simulation shows promise in detecting and referring students in psychological distress, including risk of suicide. Fidelity is maintained because the program cannot be altered. At-Risk can be an effective and affordable way to provide suicide prevention training for those working in schools.
Impact of Big Data Technologies in Education Management
Author: Palit, Shamik
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Data Analysis,Educational Administration,Educational Improvement,Integrated Learning Systems,Outcomes of Education,Learning Processes,Citations (References),Visual Aids,Comparative Analysis,Research Reports

Big Data Technology (BDT) and Analytics have gained immense recognition in recent years. BDT plays an essential role in various sectors. This study intends to provide a review of BDT in the education sector which includes analyzing, predicting learner's results based on behavior patterns, assessing their performance regularly. Education institutions are beginning to use analytics and techniques for improving the services they provide and to enhance learner's performance and retention. BDT in education involves Data Mining, Data Analytics. This study also aims at investigating the techniques referred to as Educational Data Mining (EDM) and Learning Analytics (LA) influencing online learning systems. Thus, this research study will examine the field of EDM and LA which give an effective understanding on student's learning methods and identify their educational outcomes. [For the full proceedings, see ED623569.]
Instructional Content Design on the Cultural Geographical History of Miniature Art
Author: Zeren-Akbulut, Merve Görkem
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Geography Instruction,Art History,Goal Orientation,Cultural Education,Painting (Visual Arts),Cognitive Processes,Minority Groups,Units of Study,Grade 11,High School Students,Geographic Regions,Course Content,Content Analysis,Asian Culture,Western Civilization,Primary Sources,Validity,Reliability

The third goal-achievement in the &quot;Global Environment, Regions and Countries&quot; unit of the 11 th grade geography curriculum includes the goal-behavior of &quot;To be able to analyze the spreading areas of Turkish culture in terms of regional characteristics&quot;. In the geography curriculum rearranged by the Republic of Turkey Ministry of National Education in 2018, the recommended approach to be followed in gaining the stated goalbehavior is explained with the statement &quot;The main tangible and intangible elements representing Turkish culture are presented in relation to the space through examples. With an approach that takes into account the context-based perspective suggested in the geography curriculum, this paper aims to support the acquisition of knowledge content and cognitive process dimensions and to develop instructional content to transform these dimensions into goal-behaviors of the goal-achievement of &quot;To be able to explain the cultural geographical history of Turkish arts of printmaking and miniature in relation to space&quot;. Based on the stated aims and arguments, firstly, the importance of Uighur painting art, which is known to have reached maturity between the 8 th and 13th centuries with the empowerment of the classical style based on strong pattern drawings, has been evaluated in terms of the intra/intergenerational transmission of &quot;intangible cultural heritage&quot; (ICH) and art history. Later, the Uighur graphic style, which is known to continue the traces of the old Turkish traditions and its origins are based on rock paintings, in other words the Uyghur line element; it is interpreted in the context of the themes used in the dominant compositions in the spaces where the style finds living space. This research is a content analysis research built in qualitative research design. Content analysis is one of the techniques frequently used in research in social sciences. The literature document of the research consists of the geography curriculum and the research works prepared by using Chinese annuals and Western sources. [For the full proceedings, see ED623569.]