ethanporcaro/eric-fulltext-meta huggingface dataset:
Report of the Commissioner of Education for the Year 1896-97. Volume 2. Containing Parts II and III
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1898-00-00
Type: Historical Materials
Subjects: Federal Aid,State Aid,Higher Education,Public Schools,Geographic Regions,Social Control,Eskimo Aleut Languages,Vocabulary,Education,Foreign Countries,Colleges,Educational History,Geography Instruction,Intellectual Disciplines,Agricultural Education,Vocational Education,Professional Education,Teacher Education,Statistical Data,Secondary Schools,Urban Schools,Business Schools,Vocational Schools,African American Education,Special Education,Students with Disabilities,Correctional Education,Institutionalized Persons,Correctional Institutions

This is Volume 2 of the Report of the Commissioner of Education for the Year 1896-97, containing Parts II and III. Part II contains the chapters: (1) Federal and State Aid to Higher Education; (2) The First Common Schools of New England; (3) The Learned Professions and Social Control; (4) Eskimo Vocabularies; (5) Educational Matters of Interest in Various States; (6) Foreign Universities; (7) The Beginnings of the Common-School System in the South; or, Calvin Henderson Wiley and the Organization of the Common Schools of North Carolina; (8) The Teaching of Geography in Certain Foreign Countries; (9) Consular Reports on Educational Topics; (10) Miscellaneous Educational Topics; (11) Current Questions; (12) The Growth of Toronto Children; and (13) Report on Education in Alaska. Part III contains the chapters: (1) Institutions for Higher Education; (2) Agricultural and Mechanical Colleges; (3) Professional Schools; (4) Normal Schools; (5) Statistics of Secondary Schools; (6) Statistics of City School Systems; (7) Statistics of Commercial and Business Schools; (8) Schools for Manual and Industrial Training; (9) Education of the Colored Race; (10) Statistics of Schools for the Defective Classes; (11) Statistics of Reform Schools; and (12) Statistics of Education in Foreign Countries. [For &quot;Report of the Commissioner of Education for the Year 1896-97. Volume 1. Containing Part I,&quot; see ED622096.]
A Case for Coherence: Fulfilling California&apos;s Community Schools Promise. Policy and Practice Brief
Author: Knudson, Joel
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Improvement,Educational Change,Student Welfare,Outcomes of Education,COVID-19,Pandemics,Elementary Secondary Education

With students, families, and the education systems that serve them still reeling from the effects of the COVID-19 pandemic, a $3 billion state investment in community schools offers an opportunity for system transformation that can address urgent and persistent whole-child needs and their impact on teaching and learning. Although the possibilities for progress are enormous, so are the prospects for unintended consequences of well-meaning--yet superficial and fragmented--school improvement efforts. This brief outlines considerations for ensuring that California's community schools achieve their potential. If districts can recognize and build on their existing strengths, foster coherence across district improvement efforts by centering them on a clear vision, develop plans to sustain their efforts across time, and maintain a laser focus on improving opportunities and outcomes for youth, the opportunity for true system transformation could bear fruit for the youth who need it most.
&quot;In That System, We All Look Like Thieves&quot;: Developing Young People&apos;s Critical Digital Citizenship
Author: Logan, Charles W.
Date: 2022-04-21
Type: Speeches/Meeting Papers
Subjects: Critical Literacy,Technological Literacy,Critical Theory,Social Justice,Technology Integration,After School Programs,Documentaries,Film Production,Civics,Social Problems,High School Students,Student Empowerment

Students often have limited opportunities in school to grapple with the ramifications of the increasing influence technology companies exert over their lives. Digital citizenship curricula could be the exception, but they typically emphasize personal safety and respectful behavior online, ignoring more participatory or justice-oriented notions of citizenship. The scholarship on critical pedagogy helps to envision a different definition of digital citizenship that challenges the status quo to achieve social justice. Critical digital citizenship curricula are therefore a means for educators and students to use technology and interrogate it in order to effect systemic change. This brief paper examines initial results from the Young People's Race, Power, and Technology Project (YPRPT), an out-of-school program that integrates technology &quot;under the hood&quot; investigations with social justice topics and documentary filmmaking. Youth-produced documentaries on topics such as artificial intelligence in healthcare, the problems as well as the possibilities of automation, and facial recognition technology demonstrate how the young people are developing critical digital citizenship through exploring knotty questions of civics and technology with questions and ideas that seek broad systemic change at institutional levels. If traditional digital citizenship curricula struggle to address complex social problems, then YPRPT exemplifies one learning experience designed to foster students' critical digital citizenship and encourage them to cultivate justice-oriented civic identities.
Early Childhood Teachers amid China&apos;s Curriculum Reforms: From a Literature Review
Author: Chen, Dandan
Date: 2022-08-23
Type: Information Analyses
Subjects: Foreign Countries,Early Childhood Teachers,Early Childhood Education,Curriculum Development,Educational Change,Preschool Curriculum,Curriculum Implementation,Teacher Administrator Relationship

The curriculum is a cornerstone of education systems, and teachers remain one of the pivotal change agents in curriculum delivery. There is a lack of review of teachers' roles in China's curriculum reforms, despite the voluminous research on teachers' involvement in the educational change. This paper synthesizes the literature about early childhood teachers' situation in China's curriculum reforms and elucidates general implications for future attempts to improve teachers' status. It sheds light on the merits and limitations of China's top-down approach to early childhood teacher management.
Register of Change Part 1, 2000-2010. Research Report
Author: Rushton, Nicky
Date: 2022-03-08
Type: Reports - Descriptive
Subjects: Educational Change,Foreign Countries,National Curriculum,Standardized Tests,Secondary Education,Elementary Education,Qualifications,Educational Research,School Effectiveness

During recent years there have been many changes in education and assessment. This document tracks some of the changes that have occurred to education in England between 2000 and 2010. The start date was chosen as it coincided with the start of a new curriculum and a major change to A levels. The end date corresponds to the start of the coalition government, which introduced many changes to qualifications. This document is intended to provide details for some of the changes that have occurred since then. It focuses on secondary school education and general qualifications, although where appropriate it also includes information on changes to primary school education. The document is divided into sections to enable the changes to qualifications to be tracked more easily: (1) Introduction and withdrawal of qualifications; (2) Changes to General Certificate of Secondary Education (GCSE) prior to reform programme; (3) Changes to A levels; (4) The National Curriculum and National Curriculum tests; (5) Government papers and commissioned research; (6) School Performance Tables; (7) The UCAS Tariff; and (8) Other useful information. [For &quot;Register of Change Part 2, 2010-2021. Research Report,&quot; see ED622105.]
Register of Change Part 2, 2010-2021. Research Report
Author: Rushton, Nicky
Date: 2022-03-08
Type: Reports - Descriptive
Subjects: Educational Change,Foreign Countries,Secondary Education,Elementary Education,Technical Education,Politics of Education,COVID-19,Pandemics,Qualifications,Vocational Education,Standardized Tests,National Curriculum,Educational Research,School Effectiveness

During recent years there have been many changes in education and assessment. Curricula have been updated, qualifications have been introduced and other qualifications withdrawn, particular skills have been valued then removed from assessment. This document tracks some of the changes that have occurred to education in England since 2010. The start date was chosen as it coincided with the beginning of the Conservative-Liberal Democrat coalition government, which introduced many changes to qualifications. It focuses mainly on secondary school education and general qualifications, although where appropriate it also includes information on changes to primary school and technical education. The document is divided into sections to enable the changes to qualifications to be tracked more easily: (1) Introduction and withdrawal of qualifications; (2) COVID-19 pandemic effects on schooling in England; (3) COVID-19 pandemic effects on vocational and technical qualifications in England; (4) Changes to General Certificate of Secondary Education (GCSE) prior to reform programme; (5) Development of, and changes to, reformed GCSEs; (6) Changes to A levels; (7) Post-16 technical education reform; (8) The National Curriculum and National Curriculum tests; (9) Government papers and commissioned research; (10) School Performance Tables; (11) The UCAS Tariff; and (12) Other useful information. [For &quot;Register of Change Part 1, 2000-2010. Research Report,&quot; see ED622104.]
Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) Report. Report to the Education Interim Committee [2018]
Author: Young, Sarah
Date: 2018-10-00
Type: Reports - Research
Subjects: Preschool Education,Emergent Literacy,Preschool Children,Grade 1,Elementary School Students,Program Effectiveness,Program Implementation,Outcomes of Education,Reading Tests,School Readiness,Computer Assisted Instruction,Educational Technology,Literacy Education,Kindergarten

Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) is a home-based computer preschool program developed and provided by the Waterford Institute to prepare young children for school entry and future academic success. The Evaluation and Training Institute (ETI), has prepared this report for the Utah State Board of Education (USBE) to document UPSTART's impact in its eighth year of implementation (Cohort 8, with students enrolled during the 2016-2017 program year). ETI responded to feedback and guidance from the UPSTART Advisory Committee (UAC), and this year they augmented their research design and scope to meet a higher level of accountability for the program and explore longer-term aspects of UPSTART by reporting on three different areas: (1) The Cohort 8 Evaluation presents outcome and implementation results for Cohort 8 using a pre-test/post-test design with a statistically matched control group in order to assess the program's impact on developing children's early literacy skills; (2) The Cross-Cohort Analysis presents results for two areas of interests to the UAC: students who enroll in UPSTART but fail to graduate, and students who participate in UPSTART while also attending traditional preschool; and (3) The First Grade Analysis presents findings on UPSTART's continued impact on students' literacy achievement once children enter the elementary school setting. This report first provides an overview of the UPSTART program, followed by the research questions and findings in each of the three areas. A summary and recommendations conclude the report.
Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) Report. Report to the Education Interim Committee [2019]
Author: Call, Todd
Date: 2019-09-00
Type: Reports - Research
Subjects: Preschool Education,Emergent Literacy,Preschool Children,Grade 1,Elementary School Students,Program Effectiveness,Program Implementation,Outcomes of Education,School Readiness,Computer Assisted Instruction,Educational Technology,Literacy Education,Kindergarten,Reading Tests

Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) is a home-based computer preschool program developed and provided by the Waterford Institute to prepare young children for school entry and future academic success. The Evaluation and Training Institute (ETI), has prepared this report for the Utah State Board of Education (USBE) to document UPSTART's impact on students in its ninth year of implementation (Cohort 9, with students enrolled during the 2017-2018 program year). ETI responded to feedback and guidance from the UPSTART Advisory Committee (UAC), and they have continued their revised research design to meet a higher level of accountability for the program and explore longer-term aspects of UPSTART by reporting on two different areas: (1) The Cohort 9 Evaluation presents information on program student outcomes and implementation results for Cohort 9 using a pre-test/post-test design with a statistically matched control group in order to assess the program's impact on developing children's early literacy skills; and (2) The First Grade Analysis presents findings on UPSTART's continued impact on students' literacy achievement once children enter the elementary school setting. This report first provides an overview of the UPSTART program, followed by the research questions and findings in the above two areas. A summary and recommendations conclude the report. [For the 2018 report, see ED622106.]
Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) Report. Report to the Education Interim Committee [2020]
Author: Hernandez, Jimmy
Date: 2020-11-00
Type: Reports - Research
Subjects: Preschool Education,Emergent Literacy,Preschool Children,Program Effectiveness,Program Implementation,Outcomes of Education,School Readiness,Computer Assisted Instruction,Educational Technology,Literacy Education

The Waterford Institute recognizes that nearly half of the country's 4-years-olds face socioeconomic barriers that keep them from early education. Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) is a home-based computer preschool program developed and provided by Waterford to prepare young children for school entry and future academic success. The program offers in-home, early education access to families who are unserved and often lower income by providing support, technology, and internet where needed. The Evaluation and Training Institute (ETI), has prepared this report for the Utah State Board of Education (USBE) to document UPSTART's eleventh year of implementation with students enrolled during the 2019-2020 program year. Due to the spring 2020 onset of the coronavirus, which resulted in statewide social distancing, shelter in place rules and the suspension of year-end state Preschool Exit Exam Profile testing, ETI (in partnership with the UPSTART Advisory Committee) amended the annual evaluation design to present results for program implementation only. Over the past eleven years, program enrollment has continually increased, reaching families in urban and rural areas throughout the state of Utah. The 2019-20 program year was no exception with Year 11 students comprising 15,125 preschoolers, up slightly from the previous year's 14,125. Among the key findings for this year's evaluation are: (1) Beginning in the 2019-2020 program year, the graduation requirement was raised from 16.67 total hours to 25 hours. With this new criterion, 80% of the students in Cohort 11 successfully graduated from the program; (2) Students in Cohort 11 used the UPSTART program for an average of 46 hours during the program year. Students who were UPSTART graduates used the program for an average of 53 hours; and (3) Thirty-two percent of children enrolled in UPSTART Cohort 11 were from families with incomes less than 185% of the federal poverty level. The majority of enrolled children were White (81%) and English speaking (97%). [For the 2019 report, see ED622107.]
School Principal-Teachers&apos; Interactions in Relation to Teachers&apos; Professional Well-Being
Author: Echon, John Florentino E.
Date: 2022-08-00
Type: Journal Articles
Subjects: Principals,Teacher Administrator Relationship,Well Being,Foreign Countries,Public School Teachers,Secondary School Teachers,Faculty Development,Self Efficacy,Mentors

This study determined the relationship of school principal-teacher interaction and teachers' professional well-being in the public secondary schools of Zone 1 of the Schools Division of Zambales during the Academic Year 2020-2021. A quantitative descriptive research design was employed in the study. A survey questionnaire was the main data gathering instrument to collect responses from the public secondary school teachers. The survey questionnaire consisted of item indicators with an excellent internal consistency of Cronbach's coefficient of 0.93. The findings of the study revealed that majority of the teacher-respondents are female, in their early adulthood, with MA units, a Teacher I and with adequate years in service. The teacher-respondents perceived that their School Principals &quot;Always&quot; interact in enhancing their teachers' professional well-being. The teacher-respondents strongly agree with regards to their professional well-being as indicated of their high level of well-being. Another salient finding of the study revealed a significant difference on the school principal-teacher interaction as to Supervision and Evaluation when they are grouped according to sex. There is also a significant difference on the professional well-being of teachers as to Professional Development when they are grouped according to age and educational attainment; significant differences surfaced as to Positive Relation with Colleagues when teachers are grouped according to educational attainment as well as to Autonomy in Professional Activities when they are grouped according to sex. It was also revealed that a significant relationship exists between school principal-teacher interaction and teachers' professional well-being.
The Evaluation of Knowledge Competence of Teachers Working in Private Special Education and Rehabilitation Centers about Individualized Education Programs
Author: Karaca, M. Abdulbaki
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Base for Teaching,Special Education Teachers,Special Education,Private Education,Rehabilitation Centers,Individualized Education Programs,Intellectual Disability,Special Needs Students,Teacher Competencies

In Turkey, educational opportunities available for students with special needs are increasing day by day, and recently, more and more students have been benefiting from these opportunities. The preparation of an individualized education program is considered as a fundamental element for individuals with special needs to benefit from these educational opportunities. In Turkey, the Decree Law No. 573 on Special Education necessitates the preparation and implementation of Individualized Education Program (IEP) compulsory for students with special needs. Very few studies are available in literature about the views and impressions of the teachers who have some responsibilities for the implementation of individualized education programs. Therefore, this research studies knowledge competency of teachers working in private special education and rehabilitation centers, where mentally retarded individuals are taught, about the individualized education programs. This is a qualitative research and the participants are 25 teachers working in private special education and rehabilitation centers downtown Konya in the 2019-2020 academic year. The research data have been collected by means of a semi-structured interview form. In the analysis of the data, the descriptive analysis technique has been adopted. The research results have revealed that the teachers working in private special education and rehabilitation centers work as a team during the preparation of the individualized education program, but some teachers do not have enough knowledge about the preparation, development and evaluation stages. Additionally, while determining the educational goals, there is a lack of information about the establishment of communication between the teachers working in guidance and research centers and the private special education and rehabilitation centers.
Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study
Author: Lillard, Angeline S.
Date: 2017-10-00
Type: Journal Articles
Subjects: Preschool Education,Montessori Schools,Montessori Method,Preschool Children,Outcomes of Education,Cognitive Development,Social Development,Theory of Mind,Mastery Learning,Academic Achievement,Executive Function,Family Income,Scores

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3-6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.