ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Equity and Access to Quality CTE Programs for English Learners. Making Good on the Promise
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Equal Education,Access to Education,Educational Quality,Vocational Education,English Language Learners,Secondary School Students,College Students,Barriers

In fall 2018, there were more than 5 million English Learners (ELs) in the United States, with about 1.9 million enrolled in grades 6-12.3 Although the federal definition applies only to elementary and secondary ELs, and postsecondary institutions are not required to report data on students' language proficiency, many ELs are enrolled in higher education programs as well. In the 2018-2019 academic year, 520,417 secondary CTE participants were ELs. Despite the considerable benefits of CTE for ELs, there remain significant barriers for these learners to fully access and succeed in CTE programs. State CTE leaders have considerable federal and state resources available to center curriculum, wraparound supports and data infrastructure to better understand and meet EL needs. In doing so, they make good on the promise to meet our shared vision for each learner to feel welcome in and have the means to succeed in CTE. &quot;Improving Equity and Access to Quality CTE Programs for English Learners&quot; serves to enhance member knowledge of and support for learners who do not speak English as their first language. This brief outlines the key barriers for English learners to access and succeed in high-quality CTE programs, and provides five recommendations to leverage federal and state resources to lower and remove these barriers. The recommendations include: (1) Leverage federal legislation to ensure that secondary and postsecondary English Learners have access to high-quality CTE instruction; (2) Embrace best practices and technological innovation to meet learners' needs in curriculum and instruction; (3) Invest in wraparound services and targeted support to remove barriers for English Learners and other special populations; (4) Leverage data and center learner voice to identify and close equity gaps; and (5) Provide professional development and technical assistance to educators, counselors and staff.
Appletons&apos; School Readers. The Fifth Reader
Author: Harris, William T.
Date: 1906-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Classics (Literature),Spelling,Pronunciation,Grammar,Definitions,Reading Materials

This textbook is a fifth reader covering biographical, historical, geographical, scientific, and literary allusions or references; spelling and pronunciation; grammar; definitions, synonyms, and paraphrases; and style and thought in reading selections. Selections from classic literature are included. Writings by authors such as Benjamin Franklin, Lord Byron, Charles Dickens, William Shakespeare, Sir Walter Scott, Mark Bailey, Henry D. Thoreau, Alfred Tennyson, Edgar A. Poe, Washington Irving, Theodore O'Hara, and R. W. Emerson are presented.
Appletons&apos; School Readers. The Fourth Reader
Author: Harris, William T.
Date: 1906-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Spelling,Pronunciation,Grammar,Definitions,Classics (Literature),Reading Materials

This textbook is a fourth reader covering biographical, historical, geographical, scientific, and literary allusions or references; spelling and pronunciation; grammar; definitions, synonyms, and paraphrases; and style and thought in reading selections. Selections from classic literature are included. Writings by authors such as Benjamin Franklin, Mary Howitt, Louisa M. Alcott, Sir Walter Scott, Henry W. Longfellow, Thomas Moore, and Charles Kingsley are presented.
Appletons&apos; School Readers. The Second Reader
Author: Harris, William T.
Date: 1905-00-00
Type: Historical Materials
Subjects: Reading Instruction,Vocabulary Development,Phonics,Pronunciation,Vowels,Phonemes,Textbooks

This textbook is a second reader with longer words from common vocabulary that pupils should learn to recognize in print as they do in speech. Pupils should learn to use them in conversation more readily because they are to be found in their reader, which trains them in the use of good language. The phonic method is used. A key to the pronunciation of vowels and consonants is included.
&apos;A Sea of Endless Opportunities&apos;: Applying Adaptive Courseware in English Composition. A Case Study of Adaptive Learning Technology in the Humanities
Author: Achieving the Dream, Inc.
Date: 2022-01-00
Type: Reports - Research
Subjects: Remedial Instruction,Community Colleges,Critical Thinking,Thinking Skills,Grammar,Writing Strategies,Writing Skills,Two Year College Students,Case Studies,Networks,Courseware,Teaching Methods,Program Descriptions,Reentry Students,Computer Assisted Instruction,English Instruction,Guidelines,Introductory Courses,English for Academic Purposes,Second Language Learning,Second Language Instruction,College Faculty,Teacher Attitudes,Alignment (Education),Costs,Learner Engagement,Technology Integration,Student Attitudes

Gateway courses in English challenge students to strengthen skills in critical thinking, reading, grammar, and writing structure and strategies -- skills that also help build competency in comprehension and composition. They can also prove to be a particular challenge to many community college students. This case study examines the efforts at three of the seven Achieving the Dream (ATD) Network colleges participating in the Every Learner Everywhere (Every Learner) initiative that focused on English courses as part of their efforts to implement adaptive courseware into gateway courses to help more students persist and succeed. The study suggests that adaptive courseware helped students make connections between mastering discrete skills and their overall progress in writing, particularly when intentionally integrated into class activities.
Arithmetic for Evening Schools
Author: Chancellor, William E.
Date: 1904-00-00
Type: Books
Subjects: Textbooks,Arithmetic,Mathematics Instruction,Evening Programs,Evening Students

This textbook is an arithmetic course with lessons adapted to the age, attainments, and practical experience of evening-school students. The lessons in this text represent a course sufficient in length for at least two years.
Preparing for Shortened Academic Terms. A Guide
Author: Fladd, Laurie
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Two Year College Students,Acceleration (Education),Best Practices,Educational Planning,Technical Institutes,Educational Change,Organizational Culture,Educational Strategies,Communication (Thought Transfer)

As colleges focus more on centering equity in their structures, processes, and policies on campus, they are re-examining operations inside and outside the classroom. They are looking to better serve and support traditional community college students in creative and innovative ways. Deconstructing the semester structure changes how classes are offered to students, giving them more flexibility and more continuous on-ramps. This helps support and accelerate students toward a credential of value. Achieving the Dream developed this guide to support the growing number of institutions across the country that are shifting to scheduling courses in shorter academic terms. This guide is shaped by the experiences of colleges that have made this transition.
Going beyond Development: Faculty Professional Learning - An Academic Senate Obligation to Promote Equity-Minded Practices That Improve Instruction and Student Success. Position Paper. Adopted Spring 2021
Author: Academic Senate for California Community Colleges
Date: 2022-00-00
Type: Opinion Papers
Subjects: Faculty Development,Community Colleges,Barriers,Disadvantaged,Student Diversity,Equal Education,Educational Opportunities,Access to Education,Inclusion,Racial Bias,Academic Achievement,Instructional Improvement,Educational Policy,Unions,Collective Bargaining,Part Time Faculty,Teacher Role,Mentors,Educational Change,Culturally Relevant Education,Sabbatical Leaves,Networks

A focus on faculty professional learning, given the challenges that California community colleges and students face, must remain a high priority and continue to evolve. The Academic Senate for California Community Colleges (ASCCC) has long been an advocate for the development of robust professional development policies as part of senate purview under Title 5 §53200, colloquially referred to as the 10+1. Indeed, as student populations within the California community colleges become more diverse, colleges seek to improve student success and close the opportunity gap for marginalized communities. The ASCCC has passed numerous resolutions in support of intentional learning opportunities to address diversity, equity, inclusion, and anti-racism throughout the curriculum and college cultures. Such intentional learning must be a significant component of faculty professional learning and development. The goal and purpose of this paper is to examine the importance of faculty professional learning that is necessary to improve student success as well as the role local academic senates can play in such efforts. The paper will examine the issues from both a philosophical and practical point of view.
The Role of Faculty in Tutoring and Learning Centers in the Community College. Position Paper. Adopted Fall 2021
Author: Aschenbach, Cheryl
Date: 2022-00-00
Type: Opinion Papers
Subjects: Community Colleges,College Faculty,Teacher Role,Tutoring,Tutorial Programs,Academic Support Services,Equal Education,Student Centered Learning,Culturally Relevant Education,Inclusion,Academic Standards,Teacher Qualifications,Tutor Training

The primary purpose of this paper is to emphasize and reiterate the centrality of the faculty role in tutoring and learning centers, where peer-to-peer, discipline-specific collaborative learning is the primary objective. This paper provides a breadth of content for practitioners in the field and also assists those seeking to understand the unique role of the tutoring and learning center and the faculty that develop and lead these services. The Academic Senate for California Community Colleges asserts that faculty, preferably full-time, tenure-track faculty, should oversee tutoring and learning centers. The tutoring and learning center is a crucial instructional space on campus that should be supervised and led by faculty. [Written in collaboration with the Transfer, Articulation, and Student Success Committee 2020-2021.]
Recognizing and Supporting Early Childhood Educators and Program Administrators as Agents of Change: An Exploration of Distributed Leadership in Early Care and Education. Early Childhood Practice Brief. OPRE Report 2022-74
Author: Douglass, Anne
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Development,Young Children,Early Childhood Teachers,Administrators,Change Agents,Educational Change,Participative Decision Making,Leadership Styles,Teacher Role,Administrator Role,Educational Quality,Teaching Conditions,Teamwork,Coaching (Performance)

High quality early care and education (ECE) supports the healthy development and learning of young children. Implementing and sustaining quality depends on staff contributions and actions. Research from fields such as K-12 education, health, and management finds that quality improvement is more likely to occur and be sustained in the context of distributed leadership, in which administrators and frontline staff work together to affect change and improvement (Kirby et al., 2021). In distributed leadership, those in formal leadership roles and frontline staff share power and decision making in one or more domains of work. This brief intends to provide readers with an overview of the research on distributed leadership along with a concrete example of how ECE settings can achieve distributed leadership. Specifically, in this brief, the authors aim to (1) describe and elevate the concept of distributed leadership in center-based ECE settings and its potential benefits, including its role in supporting quality improvement, and (2) provide a concrete example of distributed leadership development from a quality improvement initiative called the Culture of Continuous Learning (CCL) project. The authors conclude with thoughts about how to incorporate distributed leadership into existing professional development and quality improvement systems to better support ECE settings across the country.
Implementing Caring Campus with Nonacademic Staff: Lessons from Participating Colleges
Author: Barnett, Elisabeth A.
Date: 2022-06-00
Type: Reports - Research
Subjects: Caring,Community Colleges,Educational Experience,College Faculty,Teacher Role,Inclusion,Educational Environment,Teacher Student Relationship,Student Personnel Services,Barriers,Academic Achievement,Evidence Based Practice,Educational Change,Program Descriptions,School Personnel,Two Year College Students,Professional Personnel,Help Seeking,Academic Advising,Registrars (School),Student Financial Aid,Organizational Culture,Coaching (Performance),Enrollment,Academic Persistence

When students enroll in community college, they interact with a range of individuals who help shape their college experiences. The role that faculty can play in creating a welcoming and inclusive campus environment has been well-documented (Felten &amp; Lambert, 2020; Komarraju et al., 2010; Rendón, 2002). Yet personnel in student services divisions like financial aid, enrollment management, advising, counseling, and the registrar are key resources in helping students navigate college. Students are likely to seek out these individuals when they encounter challenges related to academic performance, paying for college, or understanding college policies. And staff in other student-facing units like the bookstore, public safety, and facilities and grounds often function as &quot;the face&quot; of the college for students. This report describes findings from a study of Caring Campus, a program developed and administered by the Institute for Evidence-Based Change (IEBC) to engage both academic and nonacademic staff in improving interactions with students and creating a culture of caring at community colleges. IEBC initiated the program in 2018. It also t serves as a companion piece to &quot;Caring Campus: An Initiative to Involve Community College Staff in Increasing Students Success&quot; (ED612130), which introduced the Caring Campus/Staff model and its theory of change along with early observations from the research.
Maintaining the Validity of the NAEP Frameworks and Assessments in Civics and U.S. History
Author: O'Malley, Fran
Date: 2022-01-00
Type: Reports - Research
Subjects: National Competency Tests,United States History,Test Validity,Governing Boards,Civics,Educational Change,Guidelines,Test Construction,Alignment (Education),Social Studies,Test Items,Item Analysis,State Standards,Common Core State Standards,Computer Assisted Testing,Grade 4,Grade 8,Grade 12,Curriculum Design,History Instruction,Politics of Education

This paper provides the National Center for Education Statistics (NCES), National Assessment Governing Board (NAGB), and the National Assessment of Educational Progress (NAEP) community with information that may help maintain the validity and utility of the NAEP assessments for civics and U.S. history as revisions are planned to the NAEP frameworks that will inform these assessments now scheduled for 2030. The authors addressed the overarching questions below: (1) How old are the NAEP assessment frameworks for civics and U.S. history? Why does this matter? (2) What important developments in the fields of civics and U.S. history have occurred since the current frameworks were written? (3) To what extent are the NAEP assessments aligned or disconnected to what is, and will likely be, occurring in the states? (4) Based on the findings, what recommendations should those who will be reviewing the frameworks consider to ensure the validity and utility of NAEP assessments in civics and U.S. history? [This report was commissioned by the NAEP Validity Studies (NVS) Panel.]
Qualifications of Public School Mathematics and Computer Science Teachers in 2017-18. Data Point. NCES 2022-026
Author: Gray, Lucinda
Date: 2022-06-00
Type: Reports - Research
Subjects: Teacher Qualifications,Public School Teachers,Mathematics Teachers,Computer Science Education,Elementary Secondary Education,Teacher Education,Teacher Certification,Student Characteristics,Institutional Characteristics,Minority Group Students,Low Income Students

This Data Point examines the education and certification qualifications of public school mathematics and computer science teachers in the United States before COVID-19. It uses data from the public school teacher data file of the 2017-18 National Teacher and Principal Survey (NTPS). This is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State-level estimates can also be produced for public schools, principals, and teachers.
Appletons&apos; School Readers. The First Reader. Revised. The Minnesota Text-Book Series
Author: Harris, W. T.
Date: 1887-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Written Language,Vocabulary Development,Sight Vocabulary,Emergent Literacy

This textbook is a first reader that focuses on moving children from spoken to written vocabulary and recognizing by sight words already familiar by sound. The combination of construction with interpretation, of writing with reading leads directly to intelligent understanding and expression of thoughts on the written or printed page. It is believed that, if the teacher will carry out simple suggestions while following the methods outlined in the First Reader, learning to read will be to the child no longer a task to be dreaded. Model script letters are included. [This book was revised by Sarah E. Sprague and L. H. Marvel under the supervision of D. L. Kiehle.]
A Case Study of Students&apos; Views on the Digital Skills Needed for the Labour Market
Author: Zeidmane, Anda
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Technological Literacy,Access to Information,Student Attitudes,Undergraduate Students,Science Education,Foreign Countries,Entrepreneurship,Labor Market,Information Technology,Barriers,Skill Development,Information Management,Information Literacy,Sustainable Development,Information Science Education,Labor Needs,Employment Opportunities,Majors (Students),Comparative Analysis,Agricultural Engineering,Forestry

New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty &quot;Information technologies for sustainable development&quot; has the highest. Based on the obtained results, the authors suggest that the study course &quot;Informatics&quot; should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course &quot;Introduction to the specialty&quot; should be used to reduce the gap between ICT skills for the first-year students. [For the full proceedings, see ED621108.]
Action Research to Study Problem Solving Skills of Primary School Physics Students
Author: Sikk, Jörgen Ivar
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Solving,Grade 8,Physics,Science Instruction,Thinking Skills,Educational Technology,Technology Uses in Education,Instructional Effectiveness

PISA studies have concluded that while the level of knowledge, amongst students in Estonia, is good the level of higher order thinking skills is lower, especially in natural sciences, which is accompanied by lower study motivation. In order to study the level of higher order thinking skills and what influences those skills, an action research was conducted. The research was done in Tallinn 21. school with 90 students from 8th grade. The students studied, using ICT enhanced study material specifically made to increase their higher order thinking skills. In order to study the effects of the study material, student's problem solving skills were measured before and after using the new study material. Also, the students had to answer a questionnaire, which was measuring their study motivation and self-confidence. The research concluded that the study material has an effect on the level of higher order thinking skills, but the statistical evidence was lacking to clearly understand the role of the new study material. [For the full proceedings, see ED621108.]
Computational Techniques for Data Science Applied to Broaden the Knowledge between Citizen Science and Education
Author: Calvera-Isabal, Miriam
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Citizen Participation,Scientific Research,Science and Society,Science Education,Science Projects,Data Analysis,Educational Resources,Data Use,Technology Uses in Education

This paper describes a preliminary study of how computational methods allow us to know more about citizen science and its connection with education. Citizen science is a practice involving a general public in scientific tasks and generating knowledge and scientific results. Previous studies have shown that the education sector can take benefit of the knowledge and activities organized or resources generated in CS projects. Previous studies have shown that the education sector can take advantage of the knowledge and activities organized in CS projects. In this paper, we analyze three citizen science platforms (Eu.Citizen science platform, Observatorio de la ciencia ciudadana and Oficina de la ciència ciutadana) with computational analytics techniques to provide initial insights of how educators can take benefit of the analysis of large amounts of data from CS. Finally, different visualizations and dashboards have been developed as illustrative examples of tools to support educators and learners. These tools provide information about citizen science projects, an overview of scientific vocabulary, access to validated resources and examples of technology used in scientific inquiry that can be used with educational purposes. [For the full proceedings, see ED621108.]